employedparticipant interviews to identify the components of the “Como, Italy Technical Presentation andCross-Cultural Engagement” faculty-led study abroad program that were most relevant todeveloping global competencies in engineering students. In addition, the factors that helped andhindered the acquisition of this skillset were explored utilizing Critical Incident Technique(CIT).Local student interactions, an academic preparation and culture class, free time/personalexploration, guided excursions, and reflection were found to be significant as both programcomponents and helping factors in the development of global competencies. Cultural immersion,interactions with locals, and faculty encouragement were important as program components butnot explicitly
theprocess of listening, learning and reflecting to develop knowledge, skills, attitudes andcommitments to engage across diverse groups in open, effective and socially responsible ways.Accordingly, this project adopts the three student learning outcomes for the UD International andIntercultural Leadership Certificate which identify that students will be able to 1. Explain how issues of social justice, power and privilege are shaped in a variety of contexts. 2. Use language and knowledge of other cultures effectively and appropriately to communicate, connect and build relationships with people in other cultural communities. 3. Express respect and thoughtful engagement with people across cultures.These outcomes focus on the
trajectories, student motivation, and learning. Sreyoshi has been recognized as a Fellow at the Academy for Teaching Excellence at Virginia Tech (VTGrATE) and a Fellow at the Global Perspectives Program (GPP) and was inducted to the Yale Bouchet Honor Society during her time at Virginia Tech. She has also been honored as an Engaged Ad- vocate in 2022 and an Emerging Leader in Technology (New ELiTE) in 2021 by the Society of Women Engineers. Views expressed in this paper are the author’s own, and do not necessarily reflect those of organizations she is associated with. Learn more about Sreyoshi’s impact - www.ThatStatsGirl.comDr. Racheida S. Lewis, University of Georgia Dr. Racheida S. Lewis, Ph.D. is an Assistant Professor
a number of reasons, including ensuring that academic terminology and workshopmaterials were relevant and well adapted to the local institutional context. Further, it helpedbuild capacity and expertise through authentic partnership and knowledge sharing. There wasalso parity in leadership and contribution for running the workshop exercises. Finally, agileapproaches–like on-the-fly changes to facilitation activities in response to the energy andexperiences of the faculty participants in the room, as well as post-mortem reflections at theend of each day–help the team pivot exercises.Secondly, the workshop was designed exclusively using active learning strategies. A pitfall ofworkshops on active learning strategy is that the pedagogical
freely and unconditionally through stories[60], that can convey the intended messages [58], such that stakeholders can fully understand hislived experiences both at home and abroad over time [61]. The narrative inquiry approach has afluid nature and is flexible, to capture distinct and reflective narratives [59], [62] of the lived andeducational experiences [47] of Apex through various data collection methods (e.g., interviews,participant observation, and focus groups), and from that creating experiences for theengineering education community, that is tension-free, calm and relaxing storytelling [58], [63]–[65]. This way, the research team will be able to gather extensive and triangulated data whoseconstructs, themes, and interpretations [66
Engineering Student Teams) program is a GVT programestablished in Canada. It was designed to create a realistic work experience for engineeringstudents within a virtual global team project. They were involved in active experiments whilelearning and reflecting on a new experience with a learning concept known as global competencymodules (GCMs), which is a key component of GVT that supports virtual learning andcollaboration activities globally, including intercultural competence, decision making,communication, and relationship building. The InVEST study showed that intercultural activitiesprovide a unique lens to students to exhibit intercultural sensitivities to virtual global teamprojects and can facilitate better collaboration with students from
graduate study, whetherthe student’s family will be supportive of graduate study, and when the student might attendgraduate school. There was also a related query about the highest degree the student planned toobtain. Six of the queries employed a ten-point rating scale while the other two were multiple-choice questions from which one response was to be selected. Summaries of the responses ineach topic area follow.The differences between the IRAP and R2R cohorts are clearly reflected in the ratings submittedfor the queries that used ten-point scales (Table 4). The R2R group submitted higher ratings forevery query which reflects their status as upperclassmen and proximity to graduate study.While increases in means existed from pre- to post
thatsocially categorizes individuals, recognizes biological differentiation, creates social and culturaldifferences in behaviours, mannerisms, trait characteristics, and so on [13], [14]. Members ofgender groups form a set of social norms for evaluating the grouped individuals andstandardizing a set of beliefs about them (i.e., gender stereotypes) [14]. Gender stereotypes notonly reflect the general expectations about group members (e.g., boys, girls, men, and women),but also influence who they should be, how they perceive differences among each other, and howthey should behave [15].The concept of gender identity varies throughout the literature (e.g., [10], [14], [16], [17], [18]),with some researchers arguing that it is a stable concept and others
-Saharan Africa” and (C) “I understand how to designwith the cultural setting in mind, and I am comfortable working on design projects for settingswith varying resources.” All questions show significance between the means of pre- and post-workshop responses, Mann-Whitney U-test, p<0.001.Students were also encouraged to answer open-ended questions to reflect on their experiences ina survey. These responses from October 2022 are compiled in Figure 3. A wide range of gainedskills were reported amongst participants, with 20% saying they gained experience in theiterative engineering process; this result is in conjunction with increased mindfulness of globalcommunities, where 18% of students were more conscious of end-user populations, and 14
participants fluent in her three major spokenlanguages are represented in the study. The analyzed data for this study include surveys, in-personand virtual classroom observations, teacher reflection journals, classroom artifacts, school policydocuments, and semi-structured interviews with 37 engineering faculty members, 2 provosts, 5engineering college deans, and 2 students. The findings reveal a strong leaning for analogies andproverbs as analogical bridges engineering instructors in this context used when traditionalexperiments, classroom demonstrations, or local educational resources failed. Nuances ofculturally-relevant teacher conceptions are discussed in light of CRP: using proverbs to buildcognitive reasoning in Nigerian engineering classrooms