June 22, 2013
June 22, 2013
June 22, 2013
21.13.1 - 21.13.9
An Interim Report of a Four-Year Joint Global Engineer Education Program Conducted by Japanese & US UniversitiesThe Kanazawa Institute of Technology (KIT), Japan, and Rose-Hulman Institute of Technology(RHIT), USA, started international educational and research exchange activities in 1992. Sincethen, they have actively engaged in faculty and student exchange programs, e.g. joint studentsprojects, study abroad programs, and a summer intensive Japanese program. However, these arebasically short-term, at most, one-year programs. In order to expand the international exchangeactivities further, the two institutions organized the “KIT-RHIT Joint Committee” in 2010. Thecommittee members discussed the objectives and agreed that they should aim for developing anew scheme to foster global engineers together over a longer period of time.The new program, “Joint Global Engineer Education Program” was launched in 2011. It is afour-year undergraduate program, and upon completion, a certificate of a second major is to begiven. Both KIT and RHIT student participants attend special joint lectures and participate injoint project work in addition to required language courses and special subject courses at theirown institutions. The joint lectures by the guest speakers who themselves have global workexperiences are delivered through a web conference system and held about once every threemonths. The joint projects are composed of two types: Type A and Type B. Type A is avideo-conference project in which students of both institutions stay in their own institution, formone joint team, and work together by communicating through a web conference system. Type B isa face-to-face project held during the 2nd and 3rd years of the program. First, KIT students visitRHIT for about a week in their 2nd year of the program, and the students of both institutionswork on some face-to-face project activities at RHIT. Next, the RHIT students visit KIT andwork on new projects with the KIT partners while participating in the summer intensive Japaneseprogram. What is unique about this program is that students are able to understand what thenecessary skills and competences for globally-active engineers are through the lectures whiledeveloping such skills and competences for themselves interacting with the project partnerstudents in person using both English and Japanese.The authors had an interim assessment of the students’ progress in intercultural communicationskills, increase in international awareness, development of the technical and professionalcompetence necessary to work in a team of global engineers, and their satisfaction in the program.Initial findings reveal that the Global Engineer Education Program is effective in fostering globalengineers.
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