ABSTRACT
The usage frequency of active learning techniques in UK university engineering education lags behind many peer universities in the United States. Many studies have shown that these techniques lead to substantial improvements in student performance. To improve utilization, a three-hour workshop was developed and delivered to over 200 academic staff at seven different UK universities during the 2014/15 academic year. Lecture-centric modules are not the only way to teach university-level science, technology, engineering, and mathematics topics. In fact, it has been well established that instruction that involves a significant degree of active learning activities increases student achievement and success. Effective teachers understand that module design is the single most important factor in whether that module meets the university’s learning objectives for its students. This is true no matter what instruction methods are employed. A learning unit is a subset of the entire module that fits within a given key concept or principle.
