Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Abdel F. Isakovic, Khalifa University of Science, Technology and Research; Szu Szu F Ling, Khalifa University of Science, Technology and Research; Selwa Mokhtar Boularaoui, Khalifa University of Science, Technology & Research; Sara Bashir Timraz; Mualla Kara

Tagged Topics

Student and Curriculum Development

, Japan and Singapore, has at least indirectly contributed to the stabilization of theexpectation about the global competencies (perhaps more so for graduate students in engineeringthan for undergraduates), despite the apparent difficulties1,2,3,6 in quantifying what thesecompetencies might entail. At KUSTAR, like elsewhere in the UAE and in the broader MENAand Persian Gulf region, the startup package is not a common practice, and different universitieshave adopted different models of supporting their research faculty, but, even when some supportexists, it is approximately an order of magnitude below the North American investment in juniorfaculty. Due to the lack of systematic investment, we sought a different mode of laboratorybuildup, planning

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Megan Elizabeth Sharp, IUPUI School of Engineering and Technology; Alison L. Stevenson, Indiana University-Purdue University Indianapolis

Tagged Topics

Student and Curriculum Development

a global environment, not only in terms of markets butalso design, production and service. It is therefore essential that engineering graduates have anorientation towards this globalization and are prepared to operate effectively within it.”37This curriculum will enhance our students’ education by providing them a unique opportunity towork on multidisciplinary teams and attack global issues. Presenting students with problems thataffect the world around us will always create more compassionate graduates. In this case, thereare also best practices that promote this type of curriculum.The Engineering Technology degrees offered by the School of Engineering and Technology areaccredited by ABET. As part of the accreditation, programs decide on

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Brent K Jesiek, Purdue University, West Lafayette; Qin Zhu, Purdue University; Julia D Thompson, Purdue University, West Lafayette; Andrea Mazzurco, Purdue University, West Lafayette; Sang Eun Woo, Purdue University

Tagged Topics

Student and Curriculum Development

opportunities to help their employeeslearn foreign languages and cultures, cultural etiquette, and global leadership skills. Nonetheless,there remains a lack of clarity about what specific competencies are most important for globalengineers, much less what training techniques best support development of such capabilities.These difficulties are further compounded by a large and diffuse body of literature discussingtechnical work practices in global context, including for engineers and other professionals.In response to these challenges, this paper reports preliminary results of a comprehensiveliterature review focused on engineering in global context. The analyzed literature includesarticles, papers, and reports drawn primarily from the fields of