New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Civil engineering education continues to evolve to match societal needs. Globalization is one of the issues that has led to changes in the profession and in turn civil engineering education. The American Society of Civil Engineers (ASCE), for example, convened a summit in 2006 to discuss the changing landscape of the profession responding to globalization, sustainability, and other issues. The summit helped to articulate a vision for the future of civil engineering and initiate the development the Civil Engineering Body of Knowledge, second edition (BOK2). Inspired by national directives (e.g., ASCE BOK2), an internal programmatic review, and university-level initiatives, the Civil and Environmental Engineering program at the University of ___________has initiated a baseline study associated with global learning outcomes. For the purposes of the study, global learning is defined as the knowledge, skills, and attitudes students acquire to help them understand world cultures and events, analyze global systems, appreciate cultural differences, and apply this knowledge as citizens and workers. The comprehensive review reported here involved identifying existing global learning activities, documenting existing perceptions of global learning from student and faculty perspectives, surveying cultural intelligence among students at various points in the curriculum, and using this information to design strategies for enhancing and implementing global learning outcomes in connection with ASCE's BOK Professional Outcomes. The first part of the study involved helping faculty members identify global learning activities in their courses. Using an activity sheet summary, the number and type of existing activities in courses was found. In follow-up discussions the majority did not realize they were engaged in global learning. The second part involved brief surveys of faculty and students. These were conducted at the beginning of the Fall 2015 term to explore perceptions about students and their self-efficacy associated with global learning. The students surveyed ranged across the curriculum from freshman to graduate students. The third part of the study included more extensive and rigorously supported global concept inventories of students. Results showed that students’ self-perception is higher among those earlier in the program. These multiple-level surveys are establishing a baseline for which a longitudinal study of global learning through the curriculum can be conducted.
Burian, S. J., & Schmucker, D., & Lenart, J., & Tavakoldavani, H., & Romero, P., & Barber, M. E. (2016, June), Developing Global Learning Outcomes in a Civil Engineering Program Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26761
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