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Eplum Model Of Student Engagement: Expanding Non Travel Based Global Awareness, Multi Disciplinary Teamwork And Entrepreneurial Mindset Development

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Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

International Study Abroad Programs & Student Engagements

Tagged Division

International

Page Count

15

Page Numbers

15.522.1 - 15.522.15

Permanent URL

https://peer.asee.org/16093

Download Count

75

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Paper Authors

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Khanjan Mehta Pennsylvania State University

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Khanjan Mehta is a Senior Research Associate in the Electronic and Computer Services (ECS) department and an affiliate faculty member in the School of Engineering Design, Technology and Professional Programs (SEDTAPP) in the College of Engineering at Penn State. His professional interests include innovative system integration, high-tech entrepreneurship and international social entrepreneurship. His research interests include social networks, application of cellphones for development, innovation in engineering design education, indigenous knowledge systems and systems thinking.

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Mary Lynn Brannon Pennsylvania State University

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Mary Lynn Brannon, Instructional Support Specialist at the Leonhard Center for the Enhancement of Engineering Education at the Pennsylvania State University, has a Master of Arts Degree in Education and Human Development specializing in Educational Technology Leadership. Her work focuses on projects that measure and assess student perceptions of learning related to their experiences with engineering course innovations. She is a faculty development consultant with previous experience in instructional design, and instructor of the Graduate Assistant Seminar for engineering teaching assistants.

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Sarah Zappe Pennsylvania State University

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Sarah E. Zappe, is Research Associate and Director of Assessment and Instructional Support for the Leonhard Center for the Enhancement of Engineering Education at Pennsylvania State University. In her current position, Dr. Zappe is responsible for supporting curricular assessment and developing instructional support programs for faculty and teaching assistants in the College of Engineering. Her work in engineering education focuses on assessment, faculty development, and teaching and learning issues.

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Thomas Colledge Pennsylvania State University

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Tom Colledge is an Assistant Professor in the School of Engineering Design and Professional Programs (SEDTAPP) in the College of Engineering at The Pennsylvania State University. He is the Director of the Engineering and Community Engagement certificate program and founder and editor-in-chief of the International Journal for Service Learning in Engineering (JSLE). He also is the co-faculty lead in the Humanitarian Engineering and Social Entreprneurship initiatve. His professional interests include design and management of infrastructure-related endeavors for marginalized communities as well as the integration of such projects into the undergraduate curriculum. Tom enjoys providing opportunities for students to contextualize their education through real life collaborations and actual engagement and construction of solutions that benefit communities.

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Yu Zhao Pennsylvania State University

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Yu Zhao is a doctoral student in the program of educational psychology at the Pennsylvania State University, University Park. Her research interest is educational measurement and testing.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

eplum Model of Student Engagement: Expanding Non-Travel Based Global Awareness, Multi-disciplinary Teamwork and Entrepreneurial Mindset Development

Abstract

Common strategic goals for many universities include the internationalization of the curriculum and an increased emphasis on innovation and entrepreneurship, multidisciplinary teamwork and public scholarship. Common approaches to teaching these skills and developing mindsets often reach only a limited numbers of students. Universities are challenged with how to expand these educational experiences from a select few to the vast majority. We have developed and are currently testing the eplum model which engages students and faculty mentors across campus in various international humanitarian engineering and social entrepreneurial ventures. This is accomplished in various formal and informal ways from the sub-credit to multi-credit level. Students participate at different levels of engagement such as honors thesis, focused courses, embedded projects, commissioned assignments, volunteer effort, etc

The objective of the eplum model is the convergence of disciplines, concepts, cultures, and countries towards a freer, friendlier, fairer and more sustainable planet. This paper discusses the model’s philosophy, mechanics and assessment framework. Preliminary assessment results that provide the baseline to understand how different forms and levels of engagement in these ventures leads to global awareness, multidisciplinary teamwork and social entrepreneurial mindset development outcomes at various levels are also discussed.

Introduction: Internationalizing the curriculum

Globalization has increased the interconnectedness between nations and peoples of the world. It has put increased pressure on educational institutions to prepare students for life in an increasingly connected and borderless world. The engineering profession is one of the most global professions with international design teams developing technologies for international markets. In response to this “flattening” of the world, there is a growing trend towards internationalizing the curriculum at universities.

Traditionally, internationalization of the curriculum has been linked to globalization and focused on student mobility through study abroad, exchange programs, and the recruitment of fee-paying international students. Common approaches to enhancing students’ global competencies and developing global mindsets reach only a limited number of students – those who can afford to be mobile and those students in the host country who interact with them. Rising travel costs and risk management issues further hinder the growth of such opportunities, especially to developing countries in Africa and Asia. We cannot expect everyone to participate in these programs, or expect them to do so more than once. Universities are seeking creative ways of bringing these experiences back to the classroom through faculty initiatives, smart use of technologies, global virtual teams, and others. The challenge is to find ways to internationalize the curriculum for all students in a planned and systematic way without requiring them to travel to a foreign country.

Mehta, K., & Brannon, M. L., & Zappe, S., & Colledge, T., & Zhao, Y. (2010, June), Eplum Model Of Student Engagement: Expanding Non Travel Based Global Awareness, Multi Disciplinary Teamwork And Entrepreneurial Mindset Development Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16093

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