Conference Session

Globalizing Engineering Education II: Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Yating Chang, Purdue University, West Lafayette; Yi Shen, Purdue University; Joe J.J. Lin, Purdue University, West Lafayette; Daniel Hirleman, University of California, Merced; Eckhard A. Groll, Purdue University, West Lafayette

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ASEE Global Programs

beginwith a summary of our comprehensive evaluation and research plan, followed by an overview ofapplicant and participant demographics. We then discuss the two different approaches used toarrange research placements in China, including some benefits and drawbacks for each. The nextseries of sections focus on program evaluation, starting with overall program evaluation based onparticipant feedback, and ratings and evaluations of the participants by their host supervisors. Wethen turn to evaluation results for the major program components, including the orientation and Page 22.950.4re-entry programs. In the final sections of the paper we discuss

Conference Session

Globalizing Engineering Education II: Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

James McConnell, North Carolina State University; Brian D. Koehler, North Carolina State University

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ASEE Global Programs

Graduate Teaching Assistants for FLS 101. In addition to the courses he teaches in a classroom setting, he is also the instructor of an online Spanish course that blends the elements of the Spanish language with the relationship among culture and technology. He meets regularly with department members to plan collaboratively and articulate content between courses. In addition to teaching, Mr. McConnell leads Engineering Students on a summer semester program to Spain. Although based out of the town of Segovia, students travel to several cities including Toledo, Barcelona, Madrid, Avila and Salamanca. The program is geared toward Engineering students and includes traditional language classes and various excursions such as

Conference Session

Globalizing Engineering Education II: Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nathan McNeill, University of Florida, Gainesville; Monica Farmer Cox, Purdue University, West Lafayette

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ASEE Global Programs

learning to be adaptable. One participant statedsimply, ―I guess I became even more flexible, to be adjusted to different cultures.‖ He went on toexplain how he ―couldn‘t get all of the things that I liked in the States in China.‖ But, he learnedto get along without those things; particularly, he explained, the foods that he enjoyed eating atthe Purdue dining courts. The other participant talked about how the language barrier forced herto be more flexible. She explained, ―You have to adapt even though you do not know theirlanguage.‖ Participation in the GEARE program convinced some participants that they shouldconsider an international career. Before enrolling in the GEARE program, one participant wasalready planning to pursue an MBA at

Conference Session

Globalizing Engineering Education II: Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregg M. Warnick, Brigham Young University

Tagged Topics

ASEE Global Programs

Mastery and the Stanford Advanced Project Management course Managing Without Authority for numer- ous fortune 500 companies throughout the world. He is a Certified Manufacturing Technologist (Society of Manufacturing Engineers) and is also certified in Planning and Managing Projects (BD University); Ethical Fitness (BD University); Lean Manufacturing (BD University); High Impact Facilitation (Lore International Institute); and Project Management (Saddle Island Institute). Page 22.748.1 c American Society for Engineering Education, 2011 GLOBAL COMPETENCE: ITS IMPORTANCE FOR