March 20, 2019
March 20, 2019
March 22, 2019
Electrical and Computer Engineering (ECE) design instructors and course developers at Oregon State University are conducting a longitudinal study to investigate the efficacy of Evidence-Based Instructional Practices (EBIPs) for supporting students' learning. In this study, the key research question is: What EBIPs best facilitate transformative learning experiences for ECE design students? For this mixed-methods action research study, the researchers will apply EBIPs in the form of programmatic interventions and collect both quantitative and qualitative empirical data to assess results. The first year of the study was devoted to literature review and data collection to identify EBIPs from prior research, guide the focus of educational interventions, and survey a “control” group. This poster presents the results of the extensive review of EBIPs in case studies and transformative education theory. Transformative learning theory is identified as a foundational framework for defining and measuring success in engineering education, and key transformative practices have been identified to guide this study and its interventions. The EBIPs presented here provide engagement opportunities that advance professional integrity and efficacy through collaborative design, project management, and critical reflection. They include critical awareness of culture, professional identity development, participation in communities of mentoring and learning, holistic skill integration through reflection, and the development of professional integrity through affective awareness. Based on this review, the researchers have also created a conceptual model (pictured here), that situates the key influencers for transformative education as they may be applied within a design engineering learning program.
Cate, R. E., & Heer, D. (2019, March), Conceptual Model: Situation of of Key Influencers That Contribute to Transformative Learning in an Electrical and Computer Engineering Undergraduate Capstone Design Project Course Paper presented at 2019 ASEE PNW Section Conference, Corvallis, Oregon. https://peer.asee.org/31871
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