Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Design in Engineering Education
Electrical and Computer Engineering (ECE) design capstone instructors and course developers at Oregon State University are conducting a study to investigate the efficacy of Evidence-Based Instructional Practices (EBIPs) for supporting students' learning and success. In this 9-month study, the key research questions are: What educational experiences contribute to ECE seniors’ success in the senior design capstone year? and what instructional practices best facilitate these transformative educational experiences? As a result of the study-in-progress, the researchers have identified a mixed-methods action research approach that will allow them to engage in transformative teaching and learning practices as they advance their knowledge through empirical data collection. In the literature review presented here, they have defined key transformative teaching and learning practices using best practices case study literature and theories of transformative learning intended to provide students with engagement opportunities that advance their integrity and efficacy as professional engineers through collaborative design, project management, and critical reflection. The synthesis of learning theory, best practices research, and methodological frameworks presented here represents the results of researchers’ efforts to develop methods and analytical frameworks to guide their research. Transformative learning theory is identified as a foundational framework for defining and measuring success in engineering education. Key transformative education programmatic influencers identified in this review 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. Emancipatory Action Research (EAR), a pragmatic qualitative epistemology, and a critical mixed-methods approach are all identified as best fitting methodological frameworks to guide future methods development. The results of this review support a deepening awareness of dynamics of transformative teaching, learning, and educational research that have broad implications for capstone and design engineering education.
Cate, R. E., & Heer, D. (2018, June), Literature Review and Methods Paper: Identifying Influencers That Contribute to Transformative Learning in an Electrical and Computer Engineering Undergraduate Capstone Design Project and Selecting Action Research Methods to Frame a Study Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30775
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