Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Dirk Schaefer P.E., Georgia Institute of Technology

Tagged Topics

Invited - Faculty Development

junior faculty, others address all those teaching in technical, engineering-related domains.  What is the professional development program duration? – There may be multiple sequential levels of professional development activities and/or achievement, and programs vary from short courses to continuous development.  What is the professional development program content? – Cultural expectations regarding teaching and learning can heavily influence the content of the professional development activities.  How are qualifications recognized and/or rewarded? – Relationships between tenure/promotion and professional development vary from non-existent to tightly coupled.Clearly criteria, standards, and

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Reginald Vachon P.E., American Society of Mechanical Engineers; Robert O. Warrington Jr., Michigan Technological University; Robert D. Kersten, University of Central Florida

Tagged Topics

Invited - Faculty Development

since adoptedthe Canadian accreditation model. Two universities now have seven accredited programs. TheConsejo Superior Universitario Centroamericano (CSUCA) has been working since 1948 onissues related to regional integration of higher education within the seven nations. The LatinAmerican and Caribbean Consortium of Engineering Institutions (LACCEI) is also working on aregional basis [43].South AmericaTwo South American nations, Argentina (Comision Nacional de Evaluacion y AcreditacionUniversitaria (CONEAU))[8]; and Colombia (Consejo Nacional de Acreditacion (CNA)) [31], Page 21.40.10have operational accreditation systems. Two others, Chile

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Thomas Lachlan Goldfinch, University of Wollongong

Tagged Topics

Invited - Faculty Development

programs have set in stone the needfor graduates to think well beyond the technical domains of engineering5. The culturaldifferences students are likely to encounter when working overseas or liaising withcolleagues offshore has placed an emphasis on global competency and international aspectsof intercultural competency. There is now a substantial body of work exploring this area1-3.Many of the considerations relating to working across national boundaries involve clearlyidentifiable, though not necessarily known, differences in cultural norms and work practices.This discussion paper looks at cross cultural interactions from a different perspective. Itexplores the question:How can subtle cultural differences be managed in engineering education and