June 15, 2019
June 15, 2019
June 19, 2019
The School of Engineering has prioritized course transformation through an “Engaged Learning Initiative,” and a partnership with a larger, multi-institutional NSF grant aimed at investigating an “embedded expert” model as a catalyst for change. This paper describes the implementation of the embedded expert model as implemented in this institution and the impact of this model on course transformation, faculty engagement with teaching excellence, and student success.
The embedded expert in this model is a “post-doctoral teaching fellow” with an educational background in Mechanical Engineering. The role, however, was to develop as an expert in and to support engineering education across the entire School of Engineering. The main roles of the post-doctoral teaching fellow position include: 1) consultation with faculty on course transformation, 2) development and management of the Undergraduate Teaching Fellows (UGTF) program, 3) analysis of student learning and publication of engineering education research, and 4) development of a community of practice around teaching excellence in the School. The embedded expert model has been in place since Fall 2014.
The embedded expert in Engineering was one of 11 of these positions across the University as part of the larger NSF project. The larger project supported the development of a University-wide community of practice around excellence in teaching, supported course transformation grants for faculty across the University, and developed a Teaching Scholarship community for the embedded experts and others in similar roles.
The impact of the embedded expert will be examined for the School of Engineering. The impact of the model will be described in terms of 1) course transformation activity, 2) development and impact of the UGTF program, 3) engineering education research involvement, and 4) school-wide measures of student success. Course transformation activity will be measured by the number of courses and instructors involved in course transformation each year of the embedded expert program, and by a description and count of the scope of transformations undertaken. Additionally, changes in teaching practices across the school, as evidenced by the COPUS (Course Observation Protocol for Undergraduate STEM), will be presented. The growth and training program developed for the UGTF program will be described, as well as survey data from students, those in UGTF roles, and faculty. Engineering Education research involvement will be described in terms of counts of activity and involvement in the community of practice around Engineering Education. School-wide indicators of student success will be examined in terms of DFW rates in particular courses. Finally, the authors will reflect on survey results from faculty who interacted with the embedded expert to understand what aspects of the embedded expert model were most critical to success.
McVey, M., & Bennett, C. R., & Greenhoot, A. F. (2019, June), Impact of an Embedded Expert Model on Course Transformation in Engineering Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32921
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015