Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
This paper aims to answer the question: How does a model of distributed expertise move forward an agenda of active learning in engineering? The question is motivated by the creation of a cohort of Science Engineering Education Fellows (SEEFs) distributed within the School of Engineering, and the School of Humanities and Sciences at Stanford University. SEEFs have both discipline specific and pedagogical expertise, and aim to move forward an agenda of active learning in undergraduate curricula. In this paper we will define the role of SEEFs and the model of distributed expertise, and describe examples of the application of active learning concepts to undergraduate engineering courses, including a mechanical engineering course in experimental problem solving. The common challenges of SEEFs are described, including supporting diverse engineering identities within the communities SEEFs work with, and how to measure and communicate SEEFs impact on students’ learning outcomes and learning experiences. Finally the best practices SEEFs shared will be shared, including supporting long-term impact and culture change needed for a continued community of practice. Overall, by creating a distributed model of expertise, SEEFs form a community of practice focused on integrating active learning into undergraduate engineering courses to support beneficial student learning outcomes.
Travaglini, S., & Sheppard, S., & Chen, H. L. (2020, June), Moving an Agenda of Active Learning in Engineering Forward Through a Model of Distributed Expertise Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34986
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