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In this Lessons Learned paper, we describe the implementation of an on-campus workshop focused on supporting faculty as they develop metacognitive interventions for their educational contexts. This on-campus workshop at Duke University included faculty from engineering as well as other faculty from campus and was developed and implemented by members of the Skillful Learning Institute Team. First, we describe the purpose and intent of the workshop by the host institution (Duke University) and the workshop development team (Skillful-Learning Institute Team). We then provide the workshop overview across the two day period, including a description of instruction provided and structured breakout sessions. Next, we provide a lessons learned section from the perspectives of the host institution and the workshop developers. Finally, we offer insights into how those lessons learned are being incorporated into the development of future workshops. By providing the two perspectives, our lessons learned should help those who invite speakers in for faculty development and those who are creating faculty development activities. 

The Skillful Learning Institute is preparing a virtual short course experience for engineering educators to expand the explicit engagement of engineering students in their metacognitive development, which is currently lacking. Participants will develop a unique metacognitive activity for their context. The ultimate goal is to enhance the education of engineers through explicit metacognitive training, and we focus on instructors for their enduring and multiplicative impact on current and future engineering students, and secondary impacts on their colleagues. We have designed the short course as a series of three two-hour synchronous virtual workshops over a six-week period in the summer. The experience is designed to build instructors’ capacities to teach metacognition and to continue to use and develop engaging metacognitive activities. By eliminating the time and cost of travel, this project will enable populations that might otherwise be limited in attendance such as professional-track faculty, teaching focused faculty, community college faculty, adjunct faculty.