Asee peer logo
Well-matched quotation marks can be used to demarcate phrases, and the + and - operators can be used to require or exclude words respectively
Displaying all 2 results

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
engineering education, businessand management, organizational psychology, and human resources. The primary inclusioncriteria for creating this collection centers on identifying descriptions of situations that involve:1) a need for globally competent behaviors, 2) individuals from multiple national, regional,and/or ethnic cultures, and 3) technical tasks and/or problem solving. Particular emphasis isplaced on finding case studies that provide detailed, practice-based accounts of global technicalwork, allowing us to identify specific kinds of situations, as well as associated context-appropriate behaviors.We begin by discussing the background for our study, including a review of related literature andreasons for looking at global engineering from new
Relevance Score: 0.1547371

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
NationalScience Foundation6 recommended that engineering courses include early and continuedexposure to environmental, political and social issues and their international and historicalcontexts, as well as legal and ethical implications of engineering solutions. This report was oneof many that preceded the development of the professional skills and the requirements thatengineering programs both teach and assess them beginning this century. To ensure continuedquality of entry-level engineers in the rapidly changing environment of the world economy andneeds, engineering education must help students integrate professional and technical skills formore robust problem solving7,8,3,9,10 . Therefore, there is a critical need to develop in students adeep
Relevance Score: 0.1440282