ENG-633 / 1 credit

Teacher(s): Isaac Siara Ruth, Kovacs Helena

Language: English

Remark: Next time: Spring 2024 // This course REQUIRES that you are supervising students working on a project during the same period as this course


Every year


The combination of practical and reflective activities in this course provide participants with evidence-informed teaching skills for supervising and evaluating students working on projects.



teaching; projects; pedagogy; transversal skills

Learning Prerequisites

Required courses

You must be supervising students working on a project concurrent with this course (ie. February-June 2022).

Learning Outcomes

By the end of the course, the student must be able to:

  • Formulate achievable/ambitious learning outcomes for students in practical learning contexts
  • Design feedback mechanisms to support students' development
  • Develop strategies to distinguish students' individual and group contributions to collaborative work
  • Describe range of practical and transversal skills students are expected to develop during their projects
  • Apply evidence-informed strategies (using questions, giving feedback, structured explamations) when interacting with students during their projects

Transversal skills

  • Plan and carry out activities in a way which makes optimal use of available time and other resources.
  • Give feedback (critique) in an appropriate fashion.
  • Assess one's own level of skill acquisition, and plan their on-going learning goals.
  • Take feedback (critique) and respond in an appropriate manner.
  • Take account of the social and human dimensions of the engineering profession.

Assessment methods

  • Online exercises during the semester 40%
  • Final report (including observational data you will collect) 60%



  • Tormey, R. and Isaac, S. (2022). Facilitating Experiential Learning in Higher Education Teaching and Supervising in Labs, Fieldwork, Studios and Projects. Routledge.
  • Kober, N. (2015). Reaching Students: What Research Says about Effective Instruction in Undergraduate Science and Engineering. Washington, DC: National Academies Press.
  • Stevens, Dannelle and Levi, Antonia (2005) Introduction to rubrics
  • Svinicki, M.D. & W. J. McKeachie (2013) McKeachie's teaching tips, 14th edition. Independence, KY: Cengage Learning.
  • Wakeford, R (2003) Principles of student assessment in Fry, Heather et al. (eds.) A handbook for teaching and learning in higher education, enhancing academic practice, 2nd edition.
  • Nilson, L.B. (2010) Teaching at its best: a research-based resource for college instructors. Hoboken, NY: John Wiley & Sons, Inc.
  • Cohen, E. (1994) Designing groupwork, 2nd edition.
  • Crawley, E et al. (2014) Rethinking engineering education, the CDIO approach, 2nd edition


Ressources en bibliothèque

Moodle Link

In the programs

  • Number of places: 10
  • Exam form: Oral (session free)
  • Subject examined: Supervising Students in Projects
  • Lecture: 4 Hour(s)
  • Exercises: 8 Hour(s)
  • Practical work: 6 Hour(s)
  • Type: optional

Reference week

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