OID has been making concerted efforts to engage more proactively with faculty in order to improve teaching at UCLA. One of these efforts was a collaboration with Engineering to develop and run a pedagogy workshop series. During Fall quarter, Kumiko Haas and Michelle Gaston worked with engineering faculty to develop each session. The collaboration with OID provided a foundation in evidence-based pedagogy to support the discipline-specific expertise and experience of engineering faculty.
The result was a ten-week pedagogy workshop series held in Winter, 2018, entitled “Faculty Teaching Faculty about Teaching,” or FT^2. Each workshop listed below was led by one or more engineering faculty members, with OID’s Kumiko Haas, Michelle Gaston, Michelle Lew, and Deborah Kearney also contributing to the presentations.
|January 8, 2018||Scott Brandenberg, Kumiko Haas||Diversity, equity and inclusion
How instructors can improve outcomes for engineering students with diverse backgrounds while helping all students be prepared to succeed in a diverse workplace.
|January 16, 2018||Jake Schmidt, Michelle Gaston||Backwards course design
Establishing learning objectives and using them as a foundation for assessments, lectures, course activities, and assignments.
|January 22, 2018||Hal Monbouquette||Test design
Designing tests that cover a range of performance levels.
|January 29, 2018||Adrienne Lavine||Assessment and inclusive grading practices
Criterion-based grading vs. grading on a strict curve, variations. Research showing how grading practices affect student performance.
|February 5, 2018||Laurent Pilon||Assessing prerequisite preparation
Identifying what students need to know to succeed in your class. Assessing preparations early to inform both you and the students of preparation gaps. Providing resources to mitigate preparation gaps.
|February 12, 2018||Veronica Santos, Rob Candler||Active learning techniques
Active learning techniques including think-pair-share and polling tools such as clickers and the UCLA online polling tool. Research and evidence about how active learning can affect student outcomes.
|February 20, 2018||Amit Sahai||Socratic method
An approach to student centered learning using a directed question lecture style of guiding student learning.
|February 26, 2018||Rob Shaefer, Bill Kaiser, Don Browne||Managing active learning through group work and project teams
How to form teams. How to grade team-based projects to encourage collaboration while not rewarding lack of participation. Clear rubrics that still allow creativity. Separately, a discussion about student motivation.
|March 5, 2018||Jenn-Ming Yang, Michelle Lew, Deborah Kearney||Technology resources for enhanced education
Avoiding technology for its own sake. Finding technology that supports and enhances your teaching style and learning objectives. Building awareness of the technology resources available at UCLA.
|March 13, 2018||Carey Nachenberg, Sasha Sherstov, Bruce Dunn||The art of great teaching/lecturing
Overcoming the hurdles of a lecture environment to truly engage students. Examples of tools and tricks that you can use. Selecting the tools that align with your teaching style.
The 25 engineering faculty participants reported knowledge gains in every topic, as shown below. The effort was very much appreciated by the School of Engineering and Applied Science and the series will be offered again next Fall.