Digital Innovation to Remotely Guide the Development of Global Competencies Abroad

Patrick Joseph Tunno; Lori Miraldi; Stephanie Cutler

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Tagged Division: International Division (INTL)
Permanent URL: https://peer.asee.org/47190

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Paper Authors

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Patrick Joseph Tunno Penn State University

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Dr. Patrick Tunno is the inaugural Director of Penn State’s Center for Global Engineering Engagement and an Associate Teaching Professor. He has overseen and continues to lead the development and expansion of diverse international initiatives. Under his leadership, the college has established an award-winning Global Engineering Fellows Program, launched Penn State’s first 3+1+1 program for international students to pursue a one-year master’s degree, and initiated new interdisciplinary faculty-led study abroad programs. Additionally, he has worked for the Federal government, served on foreign language faculty, and led multiple study abroad programs. Tunno earned an M.B.A. at SDA Bocconi University (Milan, Italy) and a Ph.D. from Penn State, with his research focused on the development of global competencies through study abroad programs.

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Lori Miraldi Pennsylvania State University

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Director of the Engineering Ambassadors Program
College of Engineering
Penn State University

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Stephanie Cutler Pennsylvania State University

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Dr. Stephanie Cutler has degrees in Mechanical Engineering, Industrial and Systems Engineering, and a PhD in Engineering Education from Virginia Tech. She is an Associate Research Professor and the Director of Assessment and Instructional Support in the Leonhard Center at Penn State.

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Abstract

Digital Innovation to Remotely Guide the Development of Global Competencies Abroad

The importance of global competencies for an engineering workforce to address cross-border challenges and the emphasis on studying abroad to develop these abilities is well known. Some of the biggest problems in society require extensive collaboration beyond national borders. In today’s digital professional context and interconnected global community, borders no longer separate international colleagues. Traditionally, in-person instruction during study abroad programs has been a prominent means to develop a global skillset.

Since 2019, a land grant university’s engineering college has offered a three-week summer study abroad program to develop global competencies through a technical communication course paired with a cultural course in a European location. In 2023, the faculty innovated to both prepare participants for their sojourn while enhancing the potential to foster global competencies. An asynchronous, remote pre-departure course primed students before departure. They were introduced to the language and culture of the region, including using tools/ assignments such as recording dialogues, and reflections, engaging with natives through a digital cultural exchange platform, and creating individual study abroad field guides. Additionally, students participated in a global symposium featuring expert speakers.

During the summer 2023 travel portion of the abroad program, students learned technical presentation skills abroad, while the cultural engagement and language tutelage, previously managed on-site, occurred remotely. This pilot initiative may represent a scalable model for other engineering programs to employ virtual guidance to develop global competencies. While abroad, participants created a website, made entries in a sketchbook, and reflected on topics including observation, cultural competence through experiential learning, and a self-guided cultural excursion in a local village, as well as several Zoom classes delivered by a faculty member who remained in the US. Faculty assessed this shift to guide the program’s cultural engagement remotely through student focus, on-site faculty feedback, and course feedback. Lessons learned and potential for future use are discussed.

Citation
Format

Tunno, P. J., & Miraldi, L., & Cutler, S. (2024, June), Digital Innovation to Remotely Guide the Development of Global Competencies Abroad Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47190

TY - CPAPER
AB - Digital Innovation to Remotely Guide the Development of Global Competencies Abroad

The importance of global competencies for an engineering workforce to address cross-border challenges and the emphasis on studying abroad to develop these abilities is well known. Some of the biggest problems in society require extensive collaboration beyond national borders. In today’s digital professional context and interconnected global community, borders no longer separate international colleagues. Traditionally, in-person instruction during study abroad programs has been a prominent means to develop a global skillset.

Since 2019, a land grant university’s engineering college has offered a three-week summer study abroad program to develop global competencies through a technical communication course paired with a cultural course in a European location. In 2023, the faculty innovated to both prepare participants for their sojourn while enhancing the potential to foster global competencies. An asynchronous, remote pre-departure course primed students before departure. They were introduced to the language and culture of the region, including using tools/ assignments such as recording dialogues, and reflections, engaging with natives through a digital cultural exchange platform, and creating individual study abroad field guides. Additionally, students participated in a global symposium featuring expert speakers.

During the summer 2023 travel portion of the abroad program, students learned technical presentation skills abroad, while the cultural engagement and language tutelage, previously managed on-site, occurred remotely. This pilot initiative may represent a scalable model for other engineering programs to employ virtual guidance to develop global competencies. While abroad, participants created a website, made entries in a sketchbook, and reflected on topics including observation, cultural competence through experiential learning, and a self-guided cultural excursion in a local village, as well as several Zoom classes delivered by a faculty member who remained in the US. Faculty assessed this shift to guide the program’s cultural engagement remotely through student focus, on-site faculty feedback, and course feedback. Lessons learned and potential for future use are discussed.
AU - Patrick Joseph Tunno
AU - Lori Miraldi
AU - Stephanie Cutler
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Digital Innovation to Remotely Guide the Development of Global Competencies Abroad
UR - https://peer.asee.org/47190
ER -