The Attributes of a Global Engineer Project: Updates, Inputs, Faculty Development Considerations

Stephen Hundley; Lynn G Brown

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Conference: 2013 ASEE International Forum
Location: Atlanta, Georgia
Publication Date: June 22, 2013
Start Date: June 22, 2013
End Date: June 22, 2013
Conference Session: Track 3 - Session II - Faculty Development
Tagged Topic: Faculty Development
Page Count: 11
Page Numbers: 21.64.1 - 21.64.11
DOI: 10.18260/1-2--17269
Permanent URL: https://peer.asee.org/17269
Download Count: 608

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Paper Authors

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Stephen Hundley Indiana University Purdue University, Indianapolis

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Dr. Stephen P. Hundley is Chair and Associate Professor in the Department of Technology Leadership and Communication at Indiana University-Purdue University Indianapolis (IUPUI). He also serves as IUPUI's Associate Vice Chancellor for Strategic Initiatives.

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biography

Lynn G Brown The Boeing Company

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Lynn G. Brown is the Corporate Higher Education and STEM International Program Manager for for The Boeing Company and the Chairperson of the ASEE Corporate Members Council Special Interest Group for International Engineering Education.
Selected as Boeing’s Corporate Higher Education Program Manager in 2004, Lynn became the leader of various programs and projects for predominately domestic higher education engagements. Due to Boeing’s desire for international expansion, the responsibility of growing Boeing’s Higher Education International engagements was added to her preview. This includes:

• Developing corporate policy, procedures and guidelines for international university relationships for workforce needs, continuing education requirements, potential research projects, building the Boeing brand and reputation.

• Establishing corporate infrastructure and leading a global network of Boeing executives for implementing Higher Education engagements for the company, and

• Working across Boeing organizations to align higher education engagements and
funding to the various Boeing Presidents’ country Strategies
Annually, Boeing provides over $8 million dollars of charitable and business contributes for international and domestic higher education engagements through Higher Education and STEM.

Prior to this assignment, Lynn managed the Educational Partnerships group in Boeing’s training organization. She was responsible for conducting integrated and sustained partnerships and internships with schools, colleges, and universities to communicate skills required by the manufacturing industry.
During this time, she served as Chairperson for the following:

• National Employer Council for Workforce Preparation (3 yrs);
• Manufacturing Technology Advisory Group Board of Directors (7 yrs);
• 3 National Science Foundation Review Committees for manufacturing and engineering related NSF grants.
Lynn also served as a conference committee member of the National Career Pathways Network and serving on a number of state and local boards and skills standards committees.

She has taught at the secondary, community college and university levels as well as been an administrator for school district and a research associate at IC2 Institute in Austin, Texas.

Lynn attend the University of Texas at Austin for her PhD work in Higher Educational Administration; Northern Arizona University for her MA in Curriculum and Assessment, Arizona State University for her BA in Secondary Education – Communications and Central Arizona College for her Associate of Arts degree.

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Abstract

The Attributes of a Global Engineer Project: Updates, Inputs, Faculty Development ConsiderationsAbstractWhat knowledge, skills, abilities, and characteristics are needed by engineering professionalsliving and working in an increasingly global context? At what stage of an engineer’sprofessional development are these attributes acquired and applied? In what ways doacademicians, employers, policymakers, and others play a role in equipping engineering studentsand practitioners with such attributes? And to what extent are there similarities and differencesin the nature of expected attributes based on one’s background or location?For the past several years, the American Society for Engineering Education (ASEE) CorporateMember Council’s Special Interest Group for International Engineering Education developed,presented, and vetted with its stakeholders a series of attributes representing the desiredcompetencies and characteristics needed by engineers in order to effectively live and work in aglobal context. An online survey was launched to validate the performance and proficiencylevels of each attribute, including the stages at which attributes were essential to the preparation,performance, and employability of global engineers. Educators, employers, students, andprofessional engineers throughout the global engineering community were invited to participatein the survey. To promote input and obtain feedback from the largest possible global engineeringaudience, ASEE collaborated with the International Federation of Engineering EducationSocieties (IFEES) to make the survey available in several languages. Furthermore, we haveconducted focus groups with international stakeholders to help translate the attributes intodefined learning outcomes.We are now at the phase of the project where we will begin conducting faculty developmentworkshops to further define learning outcomes-per-attributes, and to determine where in anengineer’s educational preparation the attributes need to be introduced, reinforced, and assessed.This workshop will describe the stakeholder-driven process to identify and define attributes of aglobal engineer, including survey development and sampling procedures; present a summary ofkey findings-to-date; highlight the recommendations and implications of how findings should beused to enhance engineering education; and engage participants in discussions to permitadditional input and perspectives on the Attributes of a Global Engineer Project. Suchwidespread international faculty development and input surrounding this project will strengthenits overall outcomes and impact on engineering education and workforce preparation.

Citation
Format

Hundley, S., & Brown, L. G. (2013, June), The Attributes of a Global Engineer Project: Updates, Inputs, Faculty Development Considerations Paper presented at 2013 ASEE International Forum, Atlanta, Georgia. 10.18260/1-2--17269

TY  - CPAPER
AB  -                   The Attributes of a Global Engineer Project:               Updates, Inputs, Faculty Development ConsiderationsAbstractWhat knowledge, skills, abilities, and characteristics are needed by engineering professionalsliving and working in an increasingly global context? At what stage of an engineer’sprofessional development are these attributes acquired and applied? In what ways doacademicians, employers, policymakers, and others play a role in equipping engineering studentsand practitioners with such attributes? And to what extent are there similarities and differencesin the nature of expected attributes based on one’s background or location?For the past several years, the American Society for Engineering Education (ASEE) CorporateMember Council’s Special Interest Group for International Engineering Education developed,presented, and vetted with its stakeholders a series of attributes representing the desiredcompetencies and characteristics needed by engineers in order to effectively live and work in aglobal context. An online survey was launched to validate the performance and proficiencylevels of each attribute, including the stages at which attributes were essential to the preparation,performance, and employability of global engineers. Educators, employers, students, andprofessional engineers throughout the global engineering community were invited to participatein the survey. To promote input and obtain feedback from the largest possible global engineeringaudience, ASEE collaborated with the International Federation of Engineering EducationSocieties (IFEES) to make the survey available in several languages. Furthermore, we haveconducted focus groups with international stakeholders to help translate the attributes intodefined learning outcomes.We are now at the phase of the project where we will begin conducting faculty developmentworkshops to further define learning outcomes-per-attributes, and to determine where in anengineer’s educational preparation the attributes need to be introduced, reinforced, and assessed.This workshop will describe the stakeholder-driven process to identify and define attributes of aglobal engineer, including survey development and sampling procedures; present a summary ofkey findings-to-date; highlight the recommendations and implications of how findings should beused to enhance engineering education; and engage participants in discussions to permitadditional input and perspectives on the Attributes of a Global Engineer Project. Suchwidespread international faculty development and input surrounding this project will strengthenits overall outcomes and impact on engineering education and workforce preparation.
AU  - Stephen Hundley
AU  - Lynn G Brown
CY  - Atlanta, Georgia
DA  - 2013/06/22
PB  - ASEE Conferences
TI  - The Attributes of a Global Engineer Project: Updates, Inputs, Faculty Development Considerations 
UR  - https://peer.asee.org/17269
DO  - 10.18260/1-2--17269
ER  -