Keith Hjelmstad’s keynote presentation at the Fulton Schools of Engineering Education Seminar (SEEdS) social event delved into the power of reflective and iterative teaching at the end of the spring semester. He highlighted two critical perspectives: improving teaching methods and encouraging student self-assessment​.

“Seek feedback. Reflect on it. Embrace failure as a learning opportunity, not a measure of your value,” says Hjelmstad. “When you have a good idea, persevere.”

Professor Hjelmstad described how iterative processes, such as the flipped classroom and mastery-based grading, boosted engagement, reflection, and learning outcomes for his students. Through his Mechanics Project, he demonstrated the importance of embracing feedback, continuous improvement, and innovative teaching strategies to create a dynamic learning environment.

“We have come a very long way in the Mechanics Project in the last decade,” he noted. “I have come a very long way as a teacher. I am living proof that a traditional academic can embrace active learning strategies through reflective and iterative teaching.”

Watch the full video of his presentation below and check out the rest of our seminar recordings in the Fulton Schools of Engineering Education Seminars (SEEdS) playlist