Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Comparison of International Students Competency Levels in the Fundamentals of Engineering Technology Courses
In this paper, we will identify challenges and suggest the necessary measures to meet the competency levels needed for fundamentals of engineering technology classes. We will examine students’ preparedness in math and sciences, as well as some basic fundamentals of engineering technology subjects at the beginning of a semester in selected classes. We will develop a test instrument to measure the student population’s knowledge levels in these classes; we will also develop strategies to meet the minimum competency levels if the data suggests that the students are not prepared in those subject matters. This study will seek answers to the question on whether international students have the same or better knowledge of basic math and sciences compared to their domestic counterparts. The hypothesis is that “the barriers in their communication and language skills, rather than their basic knowledge of sciences, math, and fundamental of engineering technology subjects are the main factor that prevents international students to demonstrate their class competencies”. Previous studies have shown that “while the affective and behavioral dimensions of intercultural communication competence are related to students' satisfaction with their communication skills”, talking and working in groups with their domestic counterparts (students) is recognized to be the most important factor in perceptions of communication competency and sense of class subject interactions.
Torres, M., & Sadat-Hossieny, M. (2018, June), Comparison of International Students' Competency Levels in the Fundamentals of Engineering Technology Courses Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30210
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