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A Direct Method for Teaching and Measuring Engineering Professional Skills: A Validity Study for the National Science Foundation’s Research in Evaluation of Engineering and Science Education (REESE)

Conference Session
Track 4 - Session II - Student and Curriculum Development II
Collection
2013 ASEE International Forum
Authors
Ashley Ater Kranov, ABET, Inc.; Rochelle Letrice Williams, ABET; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology
Tagged Topics
Student and Curriculum Development
the last ten years he has coordinated an inter-disciplinary capstone design program that involves faculty and graduate student mentors from mechanical engineering, electrical engineering, biological & agricultural engineering, and computer science. This two semester design experience with external clients from across the region is the locus of numerous professional skill assessments that have Page 21.2.1 been part of larger national research efforts, such as the one described in this paper. Dr. Beyerlein also plays an active role in a variety of vehicle design and engine testing projects within the
Relevance Score: 1.1462742

Global Engineering Competencies and Cases

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
.35Yet to what extent are facets of cross-cultural technical coordination reflected in the lists ofattributes reviewed above? While not explicitly described, professional capabilities in relatedareas such as communication, leadership, teamwork, and project management are sometimesmentioned.20 Other writers are more explicit about the cross-cultural dimensions of suchattributes, as reflected in Mohtar and Dare’s assertion that global engineers be able to “adapt tocultural norms in the professional arena and act appropriately,” “communicate professionally in aculturally-appropriate manner,” and “contribute to a culturally-diverse team.”22 Ball et al.mention a number of similar attributes, with particular emphasis on multicultural teamwork.21Allan
Relevance Score: 1.1435165

Creating A Global Solutions Curriculum

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
programs.Students may graduate with a strong grasp of the technical knowledge necessary to pursue acareer in engineering, but little awareness of how engineering projects impact the social fabric ofthe community in which they are erected. Many students, too, enter engineering, technology,and construction programs with little knowledge of the global applications their degrees canoffer. The Global Solutions curriculum at Indiana University Purdue University of Indianapolis(IUPUI) is designed to expand student outlooks by bringing together students of variousacademic and cultural backgrounds in a multidisciplinary program that explores not only thetechnical solutions to global development issues, but the social and cultural context in whichsuch solutions must
Relevance Score: 1.1396656