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Describes the successful aspects of a three-day workshop on teaching effectiveness for engineering professors. Discusses participants' comments and suggestions about administrative support, communication of fresh insights and perspectives, establishment of a participatory structure, and teaching/learning mismatches. (JJK)

Science educators must adopt unconventional teaching methods to prevent college students who initially intended to major in science from shifting to nonscientific fields. In general, science teachers employ the traditional teaching technique which favors reflective learners. Thus, active learners often find it hard to catch up with the lessons. Teachers must make sure that their lectures are appropriate to both types of learners. They can do this by using visual aids in explaining abstract concepts, providing lessons that would enable students to visualize, pointing out the practical application of concepts and encouraging groupwork.