期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2021
期号：Proceedings of the Canadian Engineering Education Association (CEEA-ACEG) Conference June 20 - 23 PEI
页码：1
DOI：10.24908/pceea.vi0.14846
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Evidence-based teaching strategies (EBTs) are connected to positive outcomes for students. Engineering instructors are tasked with using EBTs to scaffold student mastery of graduate attributes, now amidstan upsurge in online, remote course delivery. The Graduate Attribute Tipsheet Series developed by theFaculty of Engineering at the University of Alberta provides instructors with current, relevant, and tangibleinformation in a succinct format that is mindful of their high workloads and time constraints. The tipsheet less-is more development process was careful and iterative to ensure only the most important, useful points from high quality, credible sources were included. Lessons learned from this initiative can be applied to future resources that support instructors in their use of EBTs in an online learning context and are responsive to the inevitable flux of teaching circumstances in engineering education.
其他摘要：Evidence-based teaching strategies (EBTs) are connected to positive outcomes for students. Engineering instructors are tasked with using EBTs to scaffold student mastery of graduate attributes, now amidstan upsurge in online, remote course delivery. The Graduate Attribute Tipsheet Series developed by theFaculty of Engineering at the University of Alberta provides instructors with current, relevant, and tangibleinformation in a succinct format that is mindful of their high workloads and time constraints. The tipsheet less-is more development process was careful and iterative to ensure only the most important, useful points from high quality, credible sources were included. Lessons learned from this initiative can be applied to future resources that support instructors in their use of EBTs in an online learning context and are responsive to the inevitable flux of teaching circumstances in engineering education.
