Ph.D., G. R. (2011, June), Engineering Preparedness for Global Workforces: Curricular Connections and Experiential Impacts  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17883

\bibitem{asee_peer_17883}
  Ph.D., G. R. (2011, June), \emph{Engineering Preparedness for Global Workforces: Curricular Connections and Experiential Impacts}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--17883

Gisele Ragusa, Ph.D..  "Engineering Preparedness for Global Workforces: Curricular Connections and Experiential Impacts".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17883 Internet.  23 Apr, 2024

\bibitem{asee_peer_17883}
  Gisele Ragusa, Ph.D..
  "Engineering Preparedness for Global Workforces: Curricular Connections and Experiential Impacts".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17883 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_17883
author = "Gisele Ragusa, Ph.D."
title = "Engineering Preparedness for Global Workforces: Curricular Connections and Experiential Impacts"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17883}
number = {10.18260/1-2--17883}
}

TY  - CPAPER
AB  -   Engineering Preparedness for Global Workforces: Curricular Connections and                             Experiential Impacts                                        Abstract        There is a growing concern among universities that students in undergraduate andgraduate engineering programs will be unprepared or underprepared to work in globalworkforces. The National Academy of Engineering (NAE), in their 2005 publication,Engineers for 2020, urges university engineering schools nationwide to embedcurriculum and assessment measures in their academic programs that provideopportunities and metrics that meet this international challenge. Specifically, the NAEcharges universities and colleges to prepare engineers that are leaders with strongcommunication, leadership and interdisciplinary research and professional skills indiverse in engineering environments.        This paper describes three universities’ response to this NAE challenge. Thispaper will describe both curricular research and metrics associated with globalpreparedness. In this measurement and intervention study, engineering students receivedinterdisciplinary globally focused training and in some cases, international experiences,and then were assessed as to their preparedness to work in global workforces andassociated research environments. A global preparedness index was administered toassess this educational and research experience with a summative focus. Results of thismetric were compared to students’ course grades; engineering efficacy and outcomesbased program success. Results of this research indicate that engineering students whowere most globally prepared were also most efficacious and received higher grades.Additionally, those students who had engaged in international experiences were alsomore globally prepared. Particular types of international experiences best preparedstudents for global workforces. This paper provides for engineering educators with regardto ways in which they can best design engineering educational and experientialexperiences for students that assist them in meeting the NAE call for a globally preparedengineer.

AU  - Gisele Ragusa, Ph.D.
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Engineering Preparedness for Global Workforces: Curricular Connections and Experiential Impacts
UR  - https://peer.asee.org/17883
DO  - 10.18260/1-2--17883
ER  -