Assessing transformative learning about Instructional Design: An example with Colombian engineering faculty

The authors designed and delivered a workshop on Instructional Design for Colombian engineering faculty that drew from the backwards design model and research in engineering education. The participants were asked to assess the workshop using a survey with pre-post items and open comments. The authors argue that a professional development program can transform faculty's perspectives, particularly when aimed at helping them inform their teaching practice using evidence-based educational research. Therefore, the assessment of such a program must move from an incremental to a transformational notion of learning. The research question driving this work was: How can transformative learning of engineering faculty about instructional design be assessed? Our experience with Colombian faculty suggests that a transformative learning framework can inform the assessment of participants' learning in professional development programs for engineering faculty.