Assessing transformative learning outcomes of a First-Year Engineering Program using TROPOS (Full Paper)

Sukeerti Shandliya; Cedrick Kwuimy

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Conference: 15th Annual First-Year Engineering Experience Conference (FYEE)
Location: Boston, Massachusetts
Publication Date: July 28, 2024
Start Date: July 28, 2024
End Date: July 30, 2024
Tagged Topic: Diversity
Page Count: 8
DOI: 10.18260/1-2--48586
Permanent URL: https://peer.asee.org/48586
Download Count: 105

Paper Authors

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Sukeerti Shandliya University of Cincinnati orcid.org/0000-0002-1346-0845

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Sukeerti Shandliya is a doctoral student in Engineering and Computing Education and a GRA in the Department of Engineering and Computing Education at the University of Cincinnati. Her research interests include engineering workforce development, DEI in STEM, experiential learning, development of global competencies and cultural competencies in higher education and the workforce. She has completed her bachelor's in Electronics and Communications Engineering from Banasthali University, India, and has an MBA from NIT Trichy, India.

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Cedrick Kwuimy University of Cincinnati orcid.org/0000-0002-2949-3000

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Dr. Kwuimy is currently Associate Professor - Educator in the Department of Engineering Education - CEAS at the University of Cincinnati. His has a background in the area of applied nonlinear dynamics and applied physics. Prior to joining the University o

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Abstract

Transformative learning methods aim to equip students with the necessary skills to address 21st-century challenges by fundamentally altering their frame of reference (Kegan, 2000). A student's frame of reference encompasses their habits of mind and personal point of view, which are influenced by past learning experiences and cultural norms (Mezirow, 1997). This paper explores the extent of transformative learning experiences in a first-year engineering program at a midwestern (USA) institution. The study employs two key instruments: the Learning Activity Survey (LAS) and the Transformative Outcomes and Processes Scale (TROPOS). The LAS assesses whether and to what extent the first-year engineering experience has led to a perspective transformation in the students and identifies the specific learning activities contributing to this change. TROPOS, comprising 30 items, evaluates students' overall transformative learning outcome, focusing on four subscales: social support, attitude towards uncertainty, criticality, and transformative outcomes. The study sample includes 110 students participating in the First-Year Engineering Experience (FYEE). They completed the King’s Learning Activity Survey, providing insights into their transformative learning journeys. Analysis of the LAS data facilitated the categorization of students into four distinct transformation clusters: 1. Students who experienced Profound Transformation through disorienting dilemmas, self-reflection, experimenting, and acting. 2. Students who experienced a disorienting dilemma without subsequent action. 3. Students who experienced Straightforward Transformation, characterized by experimenting and acting without a disorienting dilemma. 4. Students who experienced no transformation. The study correlates these clusters with the TROPOS subscales and examines demographic factors, including gender, race, ethnicity, international status, and the traditional versus non-traditional student status of the students. Preliminary findings indicated significantly higher overall TROPOS scores for first-generation students and female students compared to their peers. Notably, students who did not undergo transformation exhibited substantially lower TROPOS scores than those experiencing profound or straightforward transformations. The study contributes to the relatively limited literature on transformative learning within the field of engineering education.

Citation
Format

Shandliya, S., & Kwuimy, C. (2024, July), Assessing transformative learning outcomes of a First-Year Engineering Program using TROPOS (Full Paper) Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts. 10.18260/1-2--48586

TY - CPAPER
AB - Transformative learning methods aim to equip students with the necessary skills to address 21st-century challenges by fundamentally altering their frame of reference (Kegan, 2000). A student&#39;s frame of reference encompasses their habits of mind and personal point of view, which are influenced by past learning experiences and cultural norms (Mezirow, 1997).
This paper explores the extent of transformative learning experiences in a first-year engineering program at a midwestern (USA) institution. The study employs two key instruments: the Learning Activity Survey (LAS) and the Transformative Outcomes and Processes Scale (TROPOS). The LAS assesses whether and to what extent the first-year engineering experience has led to a perspective transformation in the students and identifies the specific learning activities contributing to this change. TROPOS, comprising 30 items, evaluates students&#39; overall transformative learning outcome, focusing on four subscales: social support, attitude towards uncertainty, criticality, and transformative outcomes.
The study sample includes 110 students participating in the First-Year Engineering Experience (FYEE). They completed the King’s Learning Activity Survey, providing insights into their transformative learning journeys. Analysis of the LAS data facilitated the categorization of students into four distinct transformation clusters:
1. Students who experienced Profound Transformation through disorienting dilemmas, self-reflection, experimenting, and acting.
2. Students who experienced a disorienting dilemma without subsequent action.
3. Students who experienced Straightforward Transformation, characterized by experimenting and acting without a disorienting dilemma.
4. Students who experienced no transformation.
The study correlates these clusters with the TROPOS subscales and examines demographic factors, including gender, race, ethnicity, international status, and the traditional versus non-traditional student status of the students. Preliminary findings indicated significantly higher overall TROPOS scores for first-generation students and female students compared to their peers. Notably, students who did not undergo transformation exhibited substantially lower TROPOS scores than those experiencing profound or straightforward transformations. The study contributes to the relatively limited literature on transformative learning within the field of engineering education.

AU - Sukeerti Shandliya
AU - Cedrick Kwuimy
CY - Boston, Massachusetts
DA - 2024/07/28
PB - ASEE Conferences
TI - Assessing transformative learning outcomes of a First-Year Engineering Program using TROPOS (Full Paper)
UR - https://peer.asee.org/48586
DO - 10.18260/1-2--48586
ER -