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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
University Qin Zhu is a PhD student in the School of Engineering Education at Purdue University. His main research interests include global engineering education, engineering ethics, and philosophy of engineering and technology. He received his BS degree in material sciences and engineering and first PhD degree in philosophy of science and technology (engineering ethics) both from Dalian University of Technology (China).Ms. Julia D Thompson, Purdue University, West LafayetteAndrea MazzurcoProf. Sang Eun Woo, Purdue University Page 21.28.1 c American Society for Engineering Education, 2013
Relevance Score: 0.040511377

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
simultaneously. This method has been used across the college since 2006,resulting in a dedicated community of 40+ engineering faculty using direct assessment toevaluate the efficacy of their own programs, and to plan and implement improvement at bothcourse and program levels. The Engineering Professional Skills Assessment (EPSA) is the onlydirect method for teaching and measuring these skills simultaneously in the literature; thetechnical paper describing Year 1 implementation of the method won the 2008 ASEE BestOverall Conference Paper Award5 . Table 1.ABET Criterion 3 Professional Skills Student Learning Outcomes 3d Ability to Function on Multidisciplinary Teams 3f Understanding of Professional and Ethical Responsibility 3g Ability to Communicate
Relevance Score: 0.02526328

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
outcomes for theirstudents, and build a curriculum to meet these expectations. This series of courses addresses atleast three of these outcomes directly: • An understanding for professional and ethical responsibility • The broad education necessary to understand the impact of engineering solutions in a global societal context. • Knowledge of contemporary issues.An understanding for professional and ethical responsibility: This curriculum is designed toprovide engineering and technology students with a broad understanding of ways to apply theirdegrees. Not only will they set the application of their degree on a global scale, but they willalso be introduced to ways their degree
Relevance Score: 0.015754424