The document summarizes how a professor facilitates student learning through three main strategies: 1) Reasoning through theoretical concepts presented in lectures and practicing engineering techniques through examples and computer simulations. 2) Working in groups on realistic engineering briefs to apply concepts to practical problems. 3) Direct interaction and feedback through class discussions, questionnaires, and student-professor meetings to monitor learning goals.

1. Reasoning on the theoretical concepts, presented in frontal
lectures, which underlie specific engineering aspects
Practicing with the various techniques applied in examples on
the whiteboard and/or in the computer room
Working in group on a realistic engineering brief
Exams question aligned with the intended learning Transfer part of my research expertise in the way in which my
outcomes students understand the behaviour of structures
Direct interaction with the students (e.g. at the end of Facilitate the learning process of engineering concepts which
the classes) are important for the professional development
How my
Feedbacks provided by students (e.g. questionnaires) students learn? Contribute to the formation of transversal engineering skills
and their reps (e.g. SSLC meetings)
How I know
What does
whether
university
teaching &
teaching mean
learning goals
to me?
are achieved?
What strategies
and techniques
do I employ in What I want my
helping them to student learn?
learn these
things?
A lot of worked examples at the whiteboard, trying to directly How structural from and structural performances are
involve the students in the solution process related
“Question time“ in group, in which the problems emerging in
solved and unsolved examples are addressed
How to use specific techniques of structural analysis
Constructive critique of the progresses made in individual and
group projects
How to approach a realistic engineering problem