Engaging Engineering Faculty in Transformative Practices

Abstract

Engaging engineering faculty in transformative practices in course design and teaching is critical to student success, especially in fields like engineering where there are challenges with attrition and retention. This paper presents a current course transformation program in which engineering faculty transform the design of their courses and teaching practices to improve learning supported by embedded experts. In this program, embedded experts are education experts who work with engineering faculty in transforming courses to address the needs of their students. This evaluation study investigates the outcomes of course transformations on engineering student achievement and teaching practices. The results show an overall improvement in student achievement outcomes and indicate that it has helped participating faculty become more successful engineering educators.