Using transformative learning theory to explore student points of view in a second-year mechanical engineering design course: A collaborative action research approach

ABSTRACT

The goal of this work was to explore ways, within an existing engineering curriculum, to address the culture of disengagement by challenging the dominant engineering mindset. We conducted Collaborative Action Research to explore the implementation of Transformative Learning pedagogies in a Human-Centered Design context to understand how students make meaning of engineering contexts that involve unique sociotechnical considerations. Findings suggest that introducing students to such contexts allows them to use other points of view which can challenge the dominant engineering mindset and promote openness to the social nature of engineering, resulting in a more informed understanding of the nature of engineering overall. Furthermore, adopting Transformative Learning Theory as a framework for understanding and interpreting how the points of view students utilize can address the culture of disengagement by challenging the dominant engineering mindset. A framework connecting students’ points of view to their understanding of the nature of engineering is provided.

KEYWORDS:

• Transformative learning
• engineering professional formation
• sociotechnical practice
• human-centered design
• action research

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 privileging technical and scientific knowledge over other kinds of knowledge

2 relying exclusively on the scientific method to generate knowledge

3 breaking down problems in order to simplify one’s understanding of a situation

4 the ideology that engineering can and should be disconnected from social and political concerns

5 the ideology that cognitively separates technical and social competencies often resulting in devaluing of social competencies

6 the ideology that engineering is based on unbiased decision making

7 A perspective transformation is the process of becoming critically aware of how and why one’s problematic frames of reference limit the way one perceives, understands, and feels about reality; changing these frames of reference resulting in a more refined, open, and integrative perspective; and making a conscious decision to act based on the new understandings.

8 https://www.youtube.com/watch?v=k6qTwqiHnAM

9 https://www.youtube.com/watch?v=WpldYJ3sSIo

10 https://www.youtube.com/watch?v=Eard5_f_5bs (1:12-6:32) & (8:11-12:11)

11 https://www.youtube.com/watch?v=KBEttIM-K8E

12 https://www.pbs.org/video/frontlineworld-troubled-water/ (9:20-12:49) & (17:23-17:58)

Additional information

Funding

This work was supported by the National Science Foundation under grant number 1544277. The views shared here belong to the authors and do not necessarily reflect the views of NSF.

Notes on contributors

Cole Hatfield Joslyn

Cole Hatfield Joslyn (he/él) is an Assistant Professor of Practice in the Department of Engineering Education and Leadership at The University of Texas at El Paso. His research emphasizes humanizing engineering education, particularly: increasing Latinx students’ sense of belonging in engineering by integrating holistic, socio-culturally responsive practices and Latinx cultural assets and values into educational success strategies and understanding how Latinx students experience values conflicts and exploring how to help them reconcile those conflicts; promoting student growth/development in multiple dimensions; and reconciling the social and technical nature of engineering.

Morgan M. Hynes

Morgan M. Hynes conducts engineering education research in both pre-college and college settings. Morgan’s main research interest relates to broadening participation in engineering, which he is pursuing through his NSF CAREER award (2015). His research investigates how presenting engineering in broad, humanistic contexts can appeal to a more diverse population of students. He also investigates how these broad contexts support students’ engagement in authentic engineering design practices. Additionally, Morgan explores how Makerspaces or Fabrication lab spaces can help facilitate engineering teaching and learning.