Conceptual Model: Situation of of Key Influencers That Contribute to Transformative Learning in an Electrical and Computer Engineering Undergraduate Capstone Design Project Course

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.