and old-age dependency, however, is evenmore revealing. Figure 4 below [1, p. 6] reflects this combined dependency on the working agepopulation. From the below figure, two lines in particular are worth noting. In the year 2020, thetotal dependency ratio, as a measure of the burden on the working age population, is 64. Meaning,in the year 2020, there will be two dependents for every three working age adults. The combineddependency ratio, with the elderly population taking a higher percentage of the total dependencyratio, increases steadily through 2060, the last of the current estimated years. This dependency is,again, a reflection of a slower growing population, a declining fertility rate and a generally agingpopulation
in differences inethical perspectives. The ongoing collaborative project described in this paper attempts todevelop the cross-cultural sensitivity of Indian and USA students through their reflections oncase studies that present ethical dilemmas in real-world situations. Central questions addressed inthis paper include: 1) How does a pedagogical model based on socio-cultural theory andincorporating cross-cultural activities support undergraduate engineering students in socio-cultural and ethical thinking? and 2) How do engineering students develop their professionalidentities through socio-cultural and ethical discourse? Based on socio-cultural learning theory,the present collaborative effort engages hundreds of students in professional
adding to the records of building companies. "Knowing how to do"of those workers happens in the building site and it is part of a structure of occupations, in whichunqualified workers apprehend an occupation side by side with more experienced workers.Finally to recognize that a better education degree is fundamental in the absorption of newtechnologies that demand new productive processes and consequently a new profile of handwork in the building site.1. IntroductionThe so called global work market has been changing drastically the workplace and the practices.Therefore reflecting about the data of the field research and of the permanent dialogue with thesubject of the investigation, it was built a referential to think the object study the worker
obtainedopinions and descriptive data instead of reflective accounts. Interviews are difficult to dobecause people are not always honest or sometimes may not realise or be aware that theyknow something. In addition, the wording and the sequencing of the questions can alterthe answers to the questions.Qualitative studies begin with research questions and the research methodology andmethods are chosen to best answer these questions. The methodology could bephenomenology, case studies, participatory research and/or action research to name but afew. For example, action research is an iterative research process intended to change theresearcher’s own behaviour and hence is often employed in practitioner-based education
, adaptational, or causal process. Due to the limitation of space and relevance tothe purpose of this paper, focus will be placed on the developmental and compositional modelsof intercultural competence. Developmental models are rooted in the recognition that intercultural competenceevolves over time. An influential example is the Developmental Model of InterculturalSensitivity (DMIS) created by Milton J. Bennett [10]. There are six stages in the DMIS modelwhere interactants progress from relatively ethnocentric understandings of other culturesto a more differentiated, sophisticated and ethnorelative comprehension and appreciation:“Denial” reflects attitudes that only one’s own culture is in some sense real or legitimate, whileother cultures are
work comfortably within holistic, multidisciplinary contexts to solvecontemporary challenges. Moreover, engineers are expected to have the ability to work on multi-national teams designing products in one part of the world that will be manufactured in anotherand sold in yet another. In short, engineering is in itself, a global enterprise [2]. Trainedindividuals are needed who understand participatory development and have the technical skills toaddress complex issues. As noted by William Wulf [3], President Emeritus of National Academyof Engineering:“…engineering is now practiced in a global, holistic business context, and engineers must designunder constraints that reflect that context. In the future, understanding other cultures
the culture of their home campus. Students alsoutilized digital portfolios in the course to complete reflections on class content related to eachGrand Challenge theme area. It should be noted that, ASU operates a well-established NAEGrand Challenge Scholars Program that enrols more than 100 students every year. Throughthe knowledge transfer initialized by the joint course, UNSW aims to gradually launch itsown Grand Challenges for Engineering program locally in Australia.This work provides information about the course and describes the outcomes of the course asrelated to the students’ experience, instructor’s experience, and comparison to other courses.Formal assessment of course effectiveness was not completed in this pilot effort. To
context. Particularly, professional skills such as communication and cultural andglobal adaptability enable future professionals to work on transnational teams.Working effectively with multicultural teams is becoming more relevant. While it is clear thatengineering and construction education has made some change to preparing future professionalsfor working in these complex teams, much more progress toward preparing students as holisticprofessionals is needed [4] to work in an increasingly globalized economies. Students must betaught in such a way that develops not just technical skills, such as math, but also professionalskills, such as creativity and reflection. The National Academy of Engineering suggests thatsignificant opportunities will
throughtransformation of experience. For him, learning is not a mere transmission of content but aninteraction between content and experience. His model of experiential learning cycle is based onLewin's problem-solving model of action research and drawing and Dewey's concept as well asPiaget. This cycle consists of four steps that delineate how learners transform an experience intoabstract knowledge, which is applicable to future decision-making or problem-solving situations.Those steps are concrete experience, observation and reflection, formation of abstract conceptsand generalization, and testing implications of new concepts in new situations. Kolb alsosuggested specific learning and teaching strategies to be used to facilitate each stage ofexperiential
Ph.D. candidate in the Department of Engineering Education at Virginia Tech. His research interests include graduate education, curriculum development, faculty development, global engineering education, and education policy.Ms. Michelle Soledad, Virginia Tech, Ateneo de Davao University Michelle Soledad is a doctoral student in Engineering Education at Virginia Tech. Her research interests include faculty development and data-informed reflective practice. Ms. Soledad has degrees in Electrical Engineering (BS, ME) from the Ateneo de Davao University (ADDU) in Davao City, Philippines, where she continues to be a faculty member of the Electrical Engineering Department. She also served as Department Chair and was a
the engineering ISD report—a key characteristic, ashighlighted by Vijai K. Bahtia, is that genres reflect disciplinary cultures and focus on“conventionalized communicative events embedded within disciplinary or professionalpractices” (23) [5]. Thus, while engineering faculty saw the project/course oriented to aspecific purpose or [business] product—the ISD report translation in condensed form—Spanish language faculty saw the use of translation as a framework for advancingspecific literacies across disciplines through the use of Spanish. We recognized abroader series of “communicative events” attached to the specific course register.Twenty-four students enrolled in the Spanish course, and twenty-three students wereassigned final grades
evenly belong to a single culture;culture #1. The high power index (80 versus 40 for the US) is reflected in a tendency towardscentralized power with hierarchies in organizations. This reflects the importance of thecommitment of the chairman of the department as a key element in the success of the process.The lower individualism index (38 versus 91 for the US) explains a striving for the maintenanceof ‘face’. In fact the ABET committee, unconsciously, used some sort of the fear of shame, toconvince others to achieve the behavior that is desired!The relatively lower masculinity index (53 versus 62 for the US) is translated into some modestyand tenderness. Every one wants to please others, remains ready to do some extra work withoutmaterial
data-collection, analysis and reporting. The sub-questionsalong with assessment methods and brief explanations were shown in the following discussions.Assessment sub-question #A: “To what extent does being immersed in a different cultureinfluence a student’s ability to conduct culturally competent undergraduate engineeringresearch?” Assessment methods for sub-question #A: (1) pre-survey and post survey ofstudents’ level of intercultural communication, sensitivity and expectations; (2) focus group withstudents at the end of their summer experience; (3) reflective journals and weekly meetings withfaculty. In assessment method #1, to better capture the information, students were given theIntercultural Development Inventory developed by Milton
and participation in all class sessions, • complete weekly readings and homework, • weekly electronic status while traveling, • written technical report upon return, • written reflection paper on experience, • submission of University expense report, • two presentations to either a technical or non-technical audience, one of which must be Page 11.1285.5 given to an on-campus audience.As set forth in the EGR syllabus, grades are issued according to the breakdown in Table 2. Table 2: EGR330 Grading Item Weight (%) Class
student development acquired while working on internationalengineering projects abroad. These experiences presented a unique learning environment andopportunity to develop and implement a holistic engineering project. The findings from ourresearch indicate six areas of student development: technical knowledge, communication,personal growth, project management, community-based development, and interculturalawareness. These six categories are broken down into subcategories to further identify specificareas of student development.These findings are based on reflections collected from Engineers Without Borders studentmembers. The first round of data was collected through on site journals and discussions andpost-travel interviews with participants of
Experiential Learning for Engineering Technology StudentsAbstractExperiential Learning (EL) is a philosophy in which educators purposefully engage learners indirect experience and focused reflection in order to maximize learning, increase knowledge, anddevelop skills. Based on the famous experiential learning model developed by David A. Kolb[1]there are four stages in a learning process: Concrete experience, reflective observation, abstractconceptualization and active experimentation. This model shows how theory, concreteexperience, reflection and active experimentation can be brought together to produce richerlearning than any of these elements can on its own. There are many avenues of concreteexperience for the students in
course goals include: (i) introduce students to open ended problems at the community level;(ii) help students develop the skills to solve those problems and provide holistic engineeringsolutions that are sustainable and appropriate to the community being served; (iii) help studentsdevelop cultural and social awareness; (iv) help students work in interdisciplinary teams; (v) givestudents the opportunity to reflect on the importance of their community service; (vi) givestudents a professional work ethic, and (vii) help students gain a better understanding of theimportance of engineering in society and in community development. Two different models forthe course have been used: in year one, a single team of three students worked on two
plans, learning activities, assessments, and teaching. The program has been delivered each semester since Fall 2015. This paper will present an assessment of the impact of the program on course development and delivery. Mentor and instructor assessments and reflections from 2.5 years of the program are analyzed to identify effective program elements and areas for improvement. Ideas were compiled and used to design a transition of the program to a semi‐autonomous course‐development and delivery‐mentoring platform that will be available online. Introduction The United Nations (UN) introduced the Sustainable Development Goals (SDGs) in 2015 as the framework for the 2030 Agenda for Sustainable Development. The 17 SDGs build on the Millennium
which the university will: become an anchorinstitution, demonstrate engaged scholarship, practice changemaking, advance access andinclusion, demonstrate care for our common home, and integrate our liberal arts education.In addition, the University Core curriculum recently underwent an overhaul with a new CoreCurriculum in place in Fall 2017. One significant outcome of the new Core reflects theUniversity’s commitment to Diversity, Inclusion and Social Justice (DISJ). Whereas studentspreviously were required to take a single Diversity course, the new Core requires students to taketwo Diversity, Inclusion, and Social Justice (DISJ) courses recognizing a developmental modelof achieving these outcomes. In addition, the DISJ designation is now based
the international technicalimmersion program such that it can serve as a model that can be easily adopted by peerinstitutions (small to mid-size colleges and universities). The ETHOS immersions are ten tosixteen weeks long, during which students work with collaborating organizations to assist infinding appropriate, and effective solutions to technical challenges. Students use theirengineering skills to address real problems, while gaining a better understanding of the interfacebetween technology and global society. Academic credit is incorporated into these immersionswith technical reporting, reflections and presentations delivered upon completion of the program.Pre-immersion course work includes research and engineering fundamentals
research paper onthe topic of their presentation as a team effort for the first two modules and as an individualeffort for the third presentation. For the last presentation, the team was to submit theirrecommendations in the form of a formal written business proposal.Other Written AssignmentsStudents were also required to maintain written individual reflection journals. Throughout thesemester, students were expected to reflect on the content contained in the various web-based Page 11.1019.4training modules and to make a record of their thoughts and possible applications of the contentto their own lives. At the end of the semester, students
global development has been recognized as a promising means to prepare engineers for a rapidly changing global landscape and to be reflective of their impact on the development of communities worldwide [13]. While these types of programs have been shown to increase student competency in engineering and global development, most of the programs underutilize the potential to deepen this understanding by building crosscultural peer collaborations. Furthermore, when international service learning programs do have a peer collaboration component, these peer collaborations are usually from a topdown approach in which the peer collaboration is a part of a program, but not necessarily driven by the students themselves [14]. Additionally, in these
in Figure 2 below, could leave someof the original color of the material showing between pathways making a square that almostlooks the same as the original material, but is slightly darker. Overlapping the pathways almostentirely, as shown in Figure 3, could leave the material black, charred, etched, or may be entirelynecessary depending on the reflectivity or light absorbing properties of the material beingmarked. The heat being retained by the material will become evident as line spacing is exploredfurther. Figure 2: spacing - normal view vs close-up view of large line separation Figure 3: spacing - Full coverage close-up viewRepetitionOne great thing about marking objects is that none of it has to be
following a denial of accreditation, • improving the area of ‘Complementary Studies’ to better reflect the essential contribution which the associated skills provide to a practitioner, • refining the expectations for licensure of engineering instructors, and • refining the ‘Advanced Standing, Prior Studies and Exchange Studies Regulations’ which is a supplement to the CEAB Accreditation Criteria and Procedures.The engineering profession expects its members to maintain competence in engineering as wellas to have an understanding of the relationship between engineering and society. Thus,accredited engineering programs must contain not only adequate mathematics, science andengineering, but they must also contain adequate complementary studies
States, 1775-1945” – argues that engineering “drawings were farmore than a tool; they became a language reflective of the context in which they originated”(2000, p. 237).17As US engineering culture developed, Brown argues that engineers began to use shop drawings“to achieve thorough control over the labor of patternmakers, blacksmiths, machinists, anderectors” (p. 216) and, in combination with piecework, facilitated the “firm’s effort to subdivide Page 26.1068.9and standardize work tasks” (p. 217). As Brown continues, “Shop drawings and piecerate payprovided American engineer-managers with two interlocking methods to divide up work tasks,boost
• Critical reflection • Self-awareness • Taking responsibility for own learning • Working creatively with complex situationsMost recent research agrees that autonomy is a developmental process which cannot betaught or learnt 3. However, the Sheffield Hallam model with constant interactions betweenpedagogic learning environments, learner autonomy characteristics and policy impacts,achieves ‘pedagogic resonance’ for students4 - creating a space for new learning partnerships.We draw upon different traditions e.g. constructivist theories of learning, particularlyexperiential learning5,6,7, and also the central idea of a learner-led curriculum8 that isincreasingly made possible through the appropriate use of technology. Constructivism isbased
quantitative and qualitative data for measurement purpose,and these data will be collected by using the appropriate assessment tools11. The measurementtools that will be used are:1. OVERALL ASSESSMENT DESIGN MATRIX11: This matrix is basically the strategic plan for the initiative reflecting the goal, objectives, and targets. Al future surveys and forms of evaluation will be based on the information presented in this matrix. This will serve as the guideline for the structure of the activities, tasks, students’ performance and content evaluations.2. SURVEYS. Two internal surveys will be designed for each initiative: a pre-survey given before the beginning of the tasks to learn about the actual knowledge and skills level of the participants
and for professional development of its faculty members at VITUniversity is in line with the international concept of continuous training of faculty members 3. „The shortage of appropriately skilled labour across many industries is emerging as asignificant and complex challenge to India's growth and future. According to the NationalAssociation of Software and Services Companies (NASSCOM), each year over 3 milliongraduates and post-graduates are added to the Indian workforce. However, of these only 25percent of technical graduates and 10-15 percent of other graduates are considered employableby the rapidly growing IT and ITES(Information Technology Enabled Services) segments.Hence, what we have today is a growing skills gap reflecting
ABET and its international trend, the practice of qualityassurance in engineering education within American colleges and universities has gonethrough different stages under the guidance of ABET. Engineering education accreditationpersonnel (ABET managers, staff, accreditors, etc.), engineering education professionals(administrators in engineering departments, engineering faculty, ABET liaison, etc.),engineering students (engineering undergraduates, engineering graduate students, engineeringdoctoral students, etc.) are important stakeholders. Researches based on the StakeholderTheory are mainly reflected in the following aspects, research on stakeholders and their rolein the accreditation process,2 research on evaluation culture in the
everything that can be learned is transferable, such as psychomotor skills, cognitiveskills, affective attitudes, methods, principles, theories, facts, concepts, relationships, structures,among others[6]. Therefore, universities should prepare integral professionals that articulateglobal knowledge, professional knowledge and work experiences, and recognize the needs andproblems of society to create sustainable and effective solutions. Competencies are the set ofskills, behaviors, and abilities that allow people to reflect on an action and know how to act whensituations are faced, even if the situation occurs in a new context [7]. Since they play a key rolein the process we decided to focus on competencies to better understand transfer of