New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Diversity and NSF Grantees Poster Session
International experiences are viewed as important components of undergraduate engineering education. Yet little has been done to define global preparedness, specify alternatives for achieving it, or determine to what degree being globally prepared is the result of personal attributes, prior experiences (including pre-college), or specific educational experiences.
A collaboration of investigators from four universities (Pittsburgh, Southern California, Tulsa, and Clemson) are investigating how the broad spectrum of international experiences both in and outside of formal curricula impact engineering students’ global preparedness. Now in its fourth year, we have conducted two primary studies and are engaging in our third. The first study was an extensive Delphi survey with subject matter experts. The second study consisted of a quantitative and qualitative analysis of students at our four institutions. The third study being initiated this spring is a much larger survey of engineering students at representative universities across the U.S..
For the second and third studies, we developed and tested a comprehensive survey instrument that captures demographics, experiences and a measure of each student’s global preparedness and incorporates the nationally normed Global Perspective Inventory developed by Braskamp and colleagues. This is enabling us to identify changes in global awareness, knowledge and thinking over the course of the students’ transition from incoming freshman to graduating senior. The resultant information and tools will provide insight to engineering administrators and faculty as they consider how to best prepare students for the global economy through three linked studies. This paper offers an overview of the progress to date of our NSF funded research initiative that investigates how the various internationally focused learning experiences within engineering (both curricular and co-curricular) impact students’ global preparedness.
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