The inclusive Engineering Teaching Community (ETC) is a safe place for reflecting and growing as educators. This is where goals and learning objectives are evaluated within the context of learning science literature, and where thoughtful, respectful dialogue happens. Here, we find needed respite and support in our ever-demanding role of instructors, build new friendships, and get useful feedback while innovating new methods for teaching and assessing student learning.
Faculty meetings are held every other Wednesday at 12 p.m. during the quarter, while grad (ETC gRAD) meetings are held every other Wednesday at 5 p.m.
The ETC Calendar is frequently updated with professional development workshops and meetings. You are welcome to explore any or all of the ETC topics. Popular subjects include:
- Teaching methods for STEM learning
- Encouraging students to attend lectures and engage
- Leading a teaching team to success
- Proven classroom management techniques
- Teaching technology that makes life easier
Virtual office hours – all questions welcome:
- Monday 1–3 p.m.
- Tuesday 12–2 p.m.
- Wednesday 9–11 a.m.
- Thursday 10 a.m.–12 p.m.
- Friday 2–4 p.m.
“We have many awesome instructors in BE, but our natural tendency is to operate in a bubble with little exchange of ideas. ETC has broken down some of those walls and started the conversations. A safe space to express ideas without judgment and to hear other ideas, allows germination of thought on the subject. With stimulating topics and just enough guidance to get the conversation started, a community around BE teaching has begun. Once people persuade themselves that they have the time to sample the offerings, then they are hooked into the informative and supportive environment. Personally, I have benefited substantially from the facilitator’s own knowledge on educational practices and from the inspiration provided by my fellow ETC community members.”—Nic Brummel | Professor, Applied Mathematics
“I have been in ETC meetings since the beginning! It’s been an enlightening experience because of insightful selection of discussion topics and, more importantly, profound conversations and self-reflection regarding the essence of teaching and methods for improvement. I find it an encouraging environment where we share best practices, innovative approaches, and build community. We find motivation in ETC and support to continuously refine our teaching techniques and enhance the learning outcomes for our students.”—Marcela Alfaro Córdoba | Teaching Professor, Applied Mathematics
“Think of teaching in the context of “curling.” This sport has a rock that is sent down the ice and we then sweep-sweep-sweep to melt the ice ahead in order to guide the stone. We could have just lectured to the stone, telling it where to go and then grading how close it made it to the target. Or…we could provide a bit of the information, setting the stone off on its course and then providing lots of small bits of guidance along the way. The stone then “learns” how to find the target by following our “sweeps” that guide the path to success. Rarely does the stone make it to the circle by just telling it where to go and what the goal looks like.”—David Bernick | Teaching Professor, Biomolecular Engineering