June 24, 2017
June 24, 2017
June 28, 2017
Technological and Engineering Literacy/Philosophy of Engineering
Transformative experiences are specific moments when students 1) apply practices and/or knowledge from their coursework to everyday experiences without prompting (also called motivated use); 2) view everyday objects or situations through the lens of course content (expanded perception); and 3) express value course content in new ways because it enriches everyday experience (experiential value, which we also term affective value). This construct draws heavily on John Dewey’s seminal work in education and experiential learning. Transformative experience has been measured in science courses at both the K-12 and undergraduate levels; work is very preliminary in engineering. Here, we explain the import of fostering transformative experiences, particularly in the context of engineering design. We describe differences between transformative experiences of scientific topics and those of engineering principles. We also draw connections between transformative experience and belonging and engineering identity, which are being measured more frequently in the process of recruitment and retention of students.
Goodman, K., & Hertzberg, J. (2017, June), The Need for Measuring Transformative Experiences in Engineering Education Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28988
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