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Developing Global Engineering Outcomes for BS Graduates

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2015 ASEE International Forum


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 14, 2015

Conference Session

Concurrent Paper Tracks - Session I

Tagged Topic

International Forum

Page Count


Page Numbers

19.8.1 - 19.8.9



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Paper Authors


Mark Kennedy University of Portland

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Dr. Mark Kennedy received his Ph.D. in civil and environmental engineering at Purdue University. He has been teaching and conducting research in environmental and water resources engineering for over 30 years, the last 18 of those years at the University of Portland. His main areas of research have focused on the biological treatment of bio-solids, water quality modeling and most recently, the sustainable development of water and sanitation infrastructure in low-income countries. He is currently the Director of International Programs in the Shiley School of Engineering. In that role he has developed and directed study abroad programs as well as international research and service learning projects for the School of Engineering.

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Sharon A. Jones P.E. University of Portland

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Sharon Jones is the Dean of the Shiley School of Engineering at the University of Portland. She is a licensed civil engineer with degrees from Columbia University, the University of Florida, and Carnegie Mellon University. Her research interests focus on applying decision-making methods to evaluate sustainability policies with emphases on infrastructure, developing economies, and particular industrial sectors. She is also interested in engineering pedagogy, promoting diversity in the engineering profession, and developing opportunities to bridge engineering and the liberal arts.

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Developing Global Engineering Outcomes for BS Graduates   Producing globally competent engineers for the 21st century is becoming increasingly important in a world that is “flat” and more globally connected. Schools of Engineering across the country are responding to these needs. Across the last seven years, approximately 20% of the students graduating from the XXX completed an international experience of varied durations with the percentage increasing from 13% in 2008 to 23% in 2014 as we added new programs and changed how we define international experience. In May 2011, the XXX, faculty endorsed a goal that 50% of graduates will complete an international experience. Having established School targets, it is important to note that not all study abroad programs, or other international experiences are created equal with respect to cross-cultural awareness, exposure to global engineering practice, or the development of skills for living and working outside of the U.S. Because of the wide disparity of experience that can be achieved from various international programs, the XXX decided to define the outcomes for engineering and computer science students with respect to global engineering. These outcomes will be used to: 1. Guide the development and assessment of current and future international programs for engineering students. 2. Provide a set of criteria for awarding financial aid to engineering students who want to participate in international experiences. 3. Establish a framework for the development of new courses, certificates, or minors in global engineering. 4. Better position the XXX for engagement in national initiatives such as Grand Challenges. 5. Strengthen the XXX’s ability to compete with peer institutions in recruiting students. Over the last year, a committee reviewed peer-reviewed papers about the topic, evaluated existing and planned programs, and met with various stakeholders including several of our alumni who have significant global experience as well as our international partners (China and Austria). Faculty then reviewed the proposed outcomes and approved them in Spring 2015. There are three major sets of outcomes, each with different performance criteria. The first set addresses general global literacy for the entire university and represents the work of a University-wide committee verbatim. The second set addresses the global literacy needs of professionals involved with global engineering. The third set addresses the experiential facet of global awareness. With the establishment of these global outcomes, the next step is to develop a robust assessment method, review and improve our current programs, and develop new programs with the intent of achieving these outcomes at different levels.

Kennedy, M., & Jones, S. A. (2015, June), Developing Global Engineering Outcomes for BS Graduates Paper presented at 2015 ASEE International Forum, Seattle, Washington. 10.18260/1-2--17131

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