Faculty Workshops & Presentations

Due to reduced staffing, we are currently unable to offer faculty workshops, learning communities or in-class presentations. This page is archived for informational purposes.

ET&L faculty workshops are engaging group seminars designed to introduce new ideas and methods, foster interest, and motivate faculty to action that is tailored to the specific needs of faculty.

Engineering faculty often share concerns and challenges with their colleagues, and custom workshops provide an opportunity to address specific projects and interests in a group setting. Engineering faculty are invited to suggest workshop topics that they and their colleagues are interested in learning more about. Faculty can also choose from existing ET&L workshops, which cover a range of topics including ABET outcomes and curriculum design, pedagogy in engineering teaching, and assessment and grading.

Hosted workshops and presentations

ET&L also hosts scholarly presentations in the form of workshops and brown-bag seminars that feature leaders from academia and industry to discuss topics important to the engineering disciplines. Past presentations have covered problem-based learning, engineering education culture, design thinking, professional development, and cooperative learning. You are welcome to download and use the samples provided below. Please use proper attributions.

Evaluation and Feedback: If it's Important, Why Not Do it Well?

For the A&A department's colloquium series in 2014, we created a presentation that focused on some of the common ways that we find ourselves on the giving or receiving end of assessments and what we should know that can make them more effective.

Samples: Video accompanied by slides | Handouts


Teaching and Assessing Lifelong Learning

Demonstration of how ABET program learning outcomes (in this case, lifelong learning) can be linked to course learning objectives and teaching methods.

Samples: Slides | Handouts

Choosing the Source of Personal Teaching Principles

Introduces faculty to reflective, scholarly teaching in order to examine the bases of their current practices and connect their pedagogical decision-making to high-quality research.

Samples: Slides | Handouts

Applying Research from How People Learn to Engineering Classrooms

The three key findings in the NRC's report, "How People Learn," and applying those findings in engineering classrooms.

Samples: Slides | Handouts

Bringing Design Research into Engineering Classrooms

Discussion of CELT research on design processes, characterizing how engineering students and practicing professionals solve engineering design problems. This research is applied to current approaches in engineering design instruction to evaluate and ultimately develop design instruction.

Samples: Slides | Handouts

Creating Effective Small Group Learning

An overview of the types, benefits, and key elements of small group learning, as well as discusses techniques for group selection, task design, problem identification, and assessment.

Samples: Slides | Handouts

Objectives-Based Assessment and Grading

The goal of this workshop is to strongly link learning assessments to learning objectives by covering topics such as backward course design, Bloom’s taxonomy of cognitive objectives, writing clear, observable learning objectives, and assessment techniques.

Samples: Slides | Handouts

Traveling the Engineering Student's Highway

Presents findings from the CAEE Academic Pathways Study to highlight teaching problems and issues for the UW College of Engineering and to generate discussions on how to address them.