While TAs have little control over their course material, they know that they are required to "cover' all the assigned material. Often this results in an over-load of information or "mental dazzle" for the undergraduate learner. This workshop will show how a philosophy of "less is more" can help to design lesson plans that will focus on key concepts and student-active teaching strategies that promote learning and measurable outcomes. George Johnson, Faculty Associate of Engineering Professional Development moderated this Teaching Improvement Program sponsored by the College of Engineering.

Are you responsible for making up or grading test questions and problems? Do you want to ask important questions without turning grading into a nightmare? Do you want to reduce the effort it takes to grade quizzes/exams/homework while at the same time reducing student complaints/regrade requests? Grading student work is an extremely important piece of the total education process, but it can also be extremely costly in time, effort and frustration if we don't design things well. Explore practical strategies for question design and grading in this handy guide to design for grade-ability (DFG). Mike Morrow, Faculty Associate of Electrical and Computer Engineering facilitates this informative Teaching Improvement Program sponsored by the College of Engineering.

In considering what you want your students to take away from their experiences in your class, you should consider whether your course goals meet any or all of these Essential Learning Outcomes.

The article below provides some tangible ideas for making the last class meeting an opportunity for connection, reflection, and celebration.