At the conclusion of the workshop, the participants will be able to

  • identify ways to increase student motivation in engineering programs.
  • define learning objectives, write and classify them in terms of Bloom’s Taxonomy levels, and list pedagogical and curricular benefits of writing them for courses.
  • define and give examples of the higher-level (analytical, creative, critical) thinking skills of Bloom’s Taxonomy, identify instructional conditions that induce students to develop and exercise these skills, and formulate exercises and problems that provide practice in the skills.
  • generate a set of handouts for the first day of a course (course syllabus, learning objectives, statement of policies and procedures) that provide the students with a full understanding of the course structure and ground rules.
  • design tests of quantitative problem solving skills that are both challenging and fair; reliable objective methods for assessing other skills and conceptual understanding; and a grading system that provides positive motivation for learning without lowering standards.
  • devise preliminary course activities that capture interest and motivate learning.
  • identify characteristics of effective lectures and techniques for obtaining active participation from most or all students in attendance.
  • identify instructional strategies that promote an inclusive environment for all students
  • define inductive teaching and learning and common inductive teaching methods, and identify benefits of this instructional approach, including the promotion of conceptual understanding.
  • identify problems having to do with topics such as beginning academic careers, classroom management, time management, and evaluating and improving teaching, and formulate plans to overcome these problems.