This session was prepared to share some tools, tips and techniques with Engineering faculty members preparing to teach online in fall 2020. More than 80 attendees participated in this session, which included a presentation by Umair Shah, Lecturer in the Department of Management Sciences, and a chat-based Q&A session.
This fifth annual engineering teaching event was held on October 31, 2017 and included two parts:
In Fall 2016, four Engineering instructors at the Conrad Business, Entrepreneurship and Technology Centre participated in a Teaching Square. On January 17, 2017, Monica Vesely, instructional developer with the Centre for Teaching Excellence, and Marc Hurwitz, lecturer and associate director, undergraduate programs at Conrad, spoke about the fall 2016 Teaching Square at a meeting of Engineering's teaching champions.
This workshop was developed and delivered by Julie Timmermans, instructional developer with the Centre for Teaching Excellence, and Gordon Stubley, associate dean, Engineering teaching.
Event posting
Workshop handout (PDF)
Workshop presentation (PDF)
Printable version of this post (PDF)
This workshop was developed and delivered by Julie Timmermans, Instructional Developer with the Centre for Teaching Excellence, and Gordon Stubley, Associate Dean, Engineering Teaching.
The Society for Teaching and Learning in Higher Education (STLHE) has posted a series of short (two- to four-minute) videos on teaching large classes.
This workshop was developed through collaboration between Donna Ellis, director of the Centre for Teaching Excellence, and Gordon Stubley, associate dean, engineering teaching. Donna and Gordon were also the facilitators for this session.
Why does student attention fade? Why do students appear to be more attentive to some instructors? How do our lecturing strategies affect student attention?
This session built upon the May, 2013 session in which we discussed how cognitive psychology can be used to inform our understanding of student motivation.
In Seven Principles for Good Practice in Undergraduate Education, Chickering and Gamson identify prompt feedback as one component of exemplary teaching.