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Assessing Global Engagement Interventions to Advance Global Engineering Competence for Engineering Formation (Work in Progress)

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Conference

2023 ASEE Annual Conference & Exposition

Location

Baltimore , Maryland

Publication Date

June 25, 2023

Start Date

June 25, 2023

End Date

June 28, 2023

Conference Session

International Division (INTL) Technical Session #2: Global Engagement

Tagged Division

International Division (INTL)

Tagged Topic

Diversity

Page Count

11

DOI

10.18260/1-2--42299

Permanent URL

https://peer.asee.org/42299

Download Count

110

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Paper Authors

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Scott Schneider University of Dayton

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Scott J. Schneider is an Associate Professor and the ETHOS Professor for Leadership in Community at the University of Dayton. Schneider is currently focusing his research in the areas of engineering education and community engaged learning.

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Corinne Mowrey University of Dayton

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Eric Janz P.E. University of Dayton

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Erick S. Vasquez University of Dayton

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Erick S. Vasquez is an Associate Professor in the Department of Chemical and Materials Engineering at the University of Dayton. He received his B.Eng. in Chemical Engineering at UCA in El Salvador. He obtained his M.S. from Clemson University and his Ph.D. from Mississippi State University, both in Chemical Engineering. His laboratory research involves nanotechnology in chemical and biological processes. His educational research interests are community-based learning, open-ended laboratory experiments, teamwork, collaborative and active learning, and Transport Phenomena computational modeling.

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Homero Murzi Virginia Polytechnic Institute and State University Orcid 16x16 orcid.org/0000-0003-3849-2947

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Dr. Homero Murzi (he/él/his) is an Associate Professor in the Department of Engineering Education at Virginia Tech. Homero is the leader of the Engineering Competencies, Learning, and Inclusive Practices for Success (ECLIPS) Lab where he leads a team focused on doing research on contemporary, culturally relevant, and inclusive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of traditionally marginalized engineering students from an asset-based perspective. Homero’s goal is to develop engineering education practices that value the capital that traditionally marginalized students, bring into the field, and to train graduate students and faculty members with the tool to promote effective and inclusive learning environments and mentorship practices. Homero has been recognized as a Diggs Teaching Scholar, a Graduate Academy for Teaching Excellence Fellow, a Global Perspectives Fellow, a Diversity Scholar, a Fulbright Scholar, a recipient of the NSF CAREER award, and was inducted into the Bouchet Honor Society. Homero serves as the American Society for Engineering Education (ASEE) Chair for the Commission on Diversity, Equity, and Inclusion (CDEI), the Program Chair for the ASEE Faculty Development Division, and the Vice Chair for the Research in Engineering Education Network (REEN).

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Matthew A. Witenstein University of Dayton

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Jeanne Holcomb University of Dayton

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Abstract

An increasingly global environment expects graduating Engineering students to perform, live and work across cultures. Most intercultural competence research and associated global engineering education is focused on developing the global engineering skill set through long-term travel experiences such as study abroad programs. These programs can be expensive from both a time and money standpoint, limiting the participation to more privileged members of a community, and are not scalable to support broader participation. This work-in-progress addresses this research gap by focusing on the development of the students’ global learner mindset without requiring extensive travel. The project will investigate four different global engagement interventions, including the use of engineering case studies, the intentional formation of multi-national student teams, a Collaborative Online International Learning (COIL) research project, and a community engaged project within a short course. These interventions can be used to develop a holistic global learner mindset and global engineering education approach to foster global competence in undergraduate engineering students.

The four global engagement interventions will be grounded in the global engineering competency (GEC) theoretical framework and assessed for their ability to foster a global learner mindset in engineering students. A mixed-methods approach will be used to assess students’ global learner mindset and skill set. This research will use the Global Engagement Survey (GES), the Global Engineering Competency Scale (GECS) and specific questions developed by the researchers to evaluate improvements in the participating students’ global engineering skill set and answer specific research questions including: 1) To what extent can global competence be developed in engineering students through the use of the proposed global engagement interventions; and 2) what are the relative strengths of each of the proposed global engagement interventions in developing global engineering competence? Combined, these research measures will provide both an accurate picture of how each global engagement intervention impacts the formation of a global learner mindset in engineering education, and also its associated ability to develop and/or improve global engineering skills. The outcomes of this study will generate valuable knowledge to understand how each global engagement intervention impacts the formation of global engineering competence.

In this work-in-progress study, the authors discuss the four global engagement interventions with specific learning objectives that have been mapped to the overall student outcomes for the project. These objectives have also been mapped to the GES and GECS instruments. Finally the faculty members have developed qualitative tools to augment the GES and GECS to identify the global engineering skill sets each intervention is generating. This paper lays the foundation before implementing the interventions and performing their associated assessments over the several subsequent semesters.

Schneider, S., & Mowrey, C., & Janz, E., & Vasquez, E. S., & Murzi, H., & Witenstein, M. A., & Holcomb, J. (2023, June), Assessing Global Engagement Interventions to Advance Global Engineering Competence for Engineering Formation (Work in Progress) Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42299

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