Transformative Practices in Engineering Education: The Embedded Expert Model

Abstract

Contribution: This study extends the embedded expert literature by examining a cross-college partnership between engineering and education faculty and its impact on the engineering faculty's teaching practices. Background: Previous embedded expert models focused on disciplinary expert models that required extensive educational training to prepare embedded experts to work with instructors to transform courses using active learning strategies. Intended Outcomes: This study employed a novel approach to the embedded expert model by utilizing science, math, and technology education faculty to support undergraduate engineering instructors in transforming teaching practices. Active learning strategies and culturally relevant pedagogy were emphasized in this multisemester transformation process. Anticipated outcomes included decreases in the drop, withdrawal, and failure rates in transformed courses, and an increase in overall GPA for students enrolled in these courses. Application Design: The embedded educational expert approach supported instructors in electrical engineering, biomedical engineering and academic inquiry scholarship, and chemical engineering. Course interventions included adaptive assessment, project-based learning (PBL), peer-assisted learning, and case studies. Findings: Observation, interview, survey, and course level support the multidisciplinary embedded expert model for transforming instructors' teaching practices and improving student pass rates within multiple engineering departments.