June 15, 2019
June 15, 2019
October 19, 2019
For the past 3 years, the mechanical engineering department has conducted a teacher workshop in which the nuts-and-bolts of teaching are covered in the fall and strategies to improve student learning are emphasized in the spring semester. The workshops were original introduced to train new faculty joining the department but was later expanded to include all interested faculty. The main purpose of the workshops have been an attempt to reduce the number of student complaints and improve learning. The overall perception is that the workshops have been effective since problems often stem from common misunderstandings. In this paper, the workshop is summarized as well as lessons learned. Based on our experiences, a successful workshop needs to have (1) a point of contact for questions throughout the semester, (2) time for introduction and socialization with new instructors, (3) iterative review and revision of the syllabus and schedule for first-time instructors, and (4) clear delineation of do’s and don’ts, (5) suggestions for how to conduct a class based on student feedback. Common mistakes made by new instructors include: (1) failing to adhere to University/College/Department deadlines and requirements, (2) being too quick to say yes to student requests, (3) failing to seek guidance from faculty who taught the course previously, (4) being either an excessively lenient or harsh grader, (5) not knowing what to do when a problem arises (such as cheating). Feedback from workshop attendees is summarized to document the perceived benefits of the workshops.
Manteufel, R. D., & Karimi, A. (2019, June), Impact of Department-Level Teacher Workshop on Reducing Student Complaints Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32927
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