Examinando por Autor "Streveler, R.A."

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    The challenges of assessing transformative learning: Lessons learned from an instructional design workshop for Colombian engineering faculty
    (Tempus Publications, 2018-01-01) Ortega-Alvarez, J.D.; Vieira, C.; Sanchez-Pena, M.; Streveler, R.A.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
    The authors designed and delivered a workshop on Instructional Design for Colombian engineering faculty at three different universities. The workshop drew from the backwards design model and scholarly literature on engineering education. The participants were asked to assess the workshop using a pre-post survey with Likert-type items and open-ended questions. Results from the assessment of the first offering of the workshop suggested a change in participants’ perspectives that the instrument could not fully capture. A revised instrument used during the second offering allowed deeper insights into this change. Based on these results, the authors argue that a professional development program can transform faculty’s perspectives, particularly when it is aimed at helping faculty inform their teaching practice using evidence-based educational research. The assessment of such a program must, therefore, move from an incremental to a transformational notion of learning. The research question driving this work was: How can one assess the transformative learning of engineering faculty about instructional design? This experience with Colombian faculty suggests that a transformative learning framework can inform the assessment of participants’ learning in professional development programs for engineering faculty. Preliminary results of the application of this framework suggest that most workshop participants transitioned from a teacher-centered to a learner-centered conception of teaching. © 2018 TEMPUS Publications.
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    Learning about engineering education research: What conceptual difficulties still exist for a new generation of scholars?
    (Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Streveler, R.A.; Pitterson, N.P.; Hira, A.; Rodriguez-Simmonds, H.; Alvarez, J.O.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
    In 2007, Borrego published her groundbreaking work 'Conceptual difficulties experienced by trained engineers learning educational research methods'[1] that described five conceptual difficulties engineering faculty encountered as they began to learn about rigorous research in engineering education. Since Borrego's research was published the engineering education departments have been formed and a new generation of engineering education researchers has emerged. These researchers must tackle the same paradigm shift that faced the engineering faculty in Borrego's study. The research question that guided this study was: 'What conceptual hurdles still exist for the new generation of engineering education researchers?' PhD students in Engineering Education were asked to reflect on their conceptual difficulties during the first semester of their PhD courses and write an end-of-semester reflective paper that summarizes their cognitive journey. The summative reflections were coded using Borrego's conceptual hurdles as a framework. The results of the present study can inform those entering the engineering education research community by highlighting areas that remain problematic and offer strategies that emerging scholars have used to make sense of educational theories and methods. © 2015 IEEE.