Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Ralph Dreher PhD P.E., International Society for Engineering Education (G

Tagged Topics

Invited - Faculty Development

be a basic requirement for scientific engineeringwork to be able to operate innovatively and efficiently. This is (with a look to the Europeanand in special case the German Situation) the only explanation as to why the EHEA(European Higher Education Area) has declared the fostering of these actions as the essenceof BA Courses of study (Cf. in addition the EU’s demand voiced in the program “New skillsfor new jobs”, which perceives the fostering of the previously presented skills as a keycharacteristic of BA-Courses of study [1]).So it is useful to understand, that BA-Courses have two functions (or that it is a duality). Page 21.36.2They must

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Prue Howard, Central Queensland University; Duncan Andrew Campbell, Queensland University of Technology

Tagged Topics

Invited - Faculty Development

the needs of employers and the profession. Developments from the 1996 review ofengineering education 1 changed the accreditation process from an input (content-based) approachto program development to an outcomes-based approach. This change allowed and encouraged adiversity of approaches to education, while attempting to ensure the same quality of outcome.Since that time, engineering programs throughout Australia have been attempting to implementthe new requirements, which have required the use of constructive alignment of learningoutcomes, learning and teaching activities and assessment. The recent ALTC-supported project“Engineers for the Future” 2 supported this requirement.Although some institutions have implemented the changed curriculum

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

‘culture’ in describing what it is to be interculturally competent9. The Author argues thatthis is where the challenge really begins. Definitions of culture range from those that are verydetailed and specific to those that are more general and all encompassing. Hofstede’s fivedimensions of culture is one such definition that is quite specific10: 1. Power/Distance: how inequalities in prestige, wealth and power are handled, within the family, education, work, politics, religion and ideas; 2. Uncertainty Avoidance: how uncertainty about the future is handled, with artifacts addressing the uncertainties of nature; laws (rules), the behaviour of others; and religion, what we do not know; 3. Individualism/Collectivism: what the

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

Page 21.40.5Science and Technology acting within the framework of the Inter-American Council for IntegralDevelopment (CIDI) of the Organization of American States (OAS). This assembly which tookplace in Lima, Peru in 12 November 2004 adopted the Declaration of Lima. Subsequently, theOffice of Education, Science and Technology (OEST) of the OAS [1] in response to theDeclaration and with the assistance of several major industrial partners sponsored the“Engineering for the Americas Symposium‖ on Capacity Building for Job Creation andHemispheric Competitiveness,‖ in Lima, Peru 29 November-December 2, 2005. The outgrowthof these efforts and subsequent meetings of the Ministers in Mexico (2008) and Panama (2011)is the current mandate for the OAS

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

students from all walks of life, generations, countries andcontinents, and cultural backgrounds.While Engineering and Engineering Technology (EET) departments have long adapted to thechanging societal needs and revised their curricula so that their graduates will possess relevantskills and knowledge vital to industry and other potential employers, another key question needsto be addressed: “Who is going to educate and prepare the next generation of engineeringeducators?”1 Although it may seem obvious that becoming a professional educator and obtainingthe relevant competencies and skills requires at least some amount of formal qualification,training and experience, current practice still does not sufficiently address the precedingquestion. In

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Dr. Zaini Ujang, Universiti Teknologi Malaysia

Tagged Topics

Invited - Faculty Development