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Full Title:
Transformative Learning Experiences of Engineering Students: A Mixed Methods Study Across Various Experiential Programs

Abstract::
Problem: Currently, engineering programs emphasize instrumental learning, which focuses on task completion and mastery of scientific or technical facts—skills that are important but limited in their ability to provoke deeper, more critical reflection. As a result, engineers today lack the critical thinking skills needed to solve complex multidisciplinary problems.  

Objective: The primary aim of this study is to understand the nature and extent of transformative learning within various experiential programs in engineering formation, particularly focusing on the contributing factors, and on how students critically reflect on the foundations of their learning.

Method: A sequential explanatory mixed methods design is employed. Participants are recruited from several undergraduate engineering experiential programs. Quantitative data are collected using a modified Learning Activities Survey (LAS) to assess the internal structure of the instrument. Qualitative data are gathered through reflection prompts in the survey and follow-up interviews. Theory-focused sampling techniques are used to select a subset of qualitative data. Hybrid thematic analysis is applied to explore dominant themes in each transformative learning category.

Results: The quantitative phase reveals a two-factor structure in the modified LAS, identifying four possible transformative learning categories. The qualitative analysis uncovers dominant themes within these categories. Results from both types of data are compared for a side-by-side analysis, and meta-inferences are drawn to explore the complementarity or contrast between them. Ultimately, the study identifies and explains transformative learning outcomes for engineering students across various experiential programs. Preliminary results point out that transformative learning experienced by engineering students can be understood as four distinct categories, varying in nature and degree of learning. These are: profound transformation, straightforward transformation, reflection without action and negligible transformation.

Implications: The study will help in promoting intentional program designing in the engineering curriculum and developing well-rounded engineering professionals. 

Biography:
Sukeerti Shandliya is a third-year Ph.D. candidate in the Department of Engineering and Computing Education at the University of Cincinnati’s College of Engineering and Applied Sciences. Her research focuses on understanding the nature and extent of transformative learning experiences of engineering students within various experiential programs. These programs include short term study abroad programs, first-year engineering design courses, summer bridge programs, and virtual international collaborative experiential programs. In this research, her theoretical foundations are informed by Mezirow's transformative learning theory. She utilizes mixed method research designs to investigate the factors influencing varying outcomes related to transformative learning across programs. She has presented her work at several conferences including American Society for Engineering Education (ASEE),  Annual Colloquium on International Engineering Education (ACIEE) and Frontiers in Education (FIE) and has won the best paper award at the First Year Engineering Education Conference (FYEE) in 2024. Her work aims to promote the holistic development of engineering students and foster inclusive pedagogies. Additionally, Sukeerti is also interested in exploring the intersection of undergraduate engineering education and workforce development, drawing on management and organizational theories to inform engineering students’ professional growth. She holds a bachelor’s degree in Electronics and Communications Engineering from Banasthali University, India, and an MBA from NIT Trichy, India.

Publications: