June 20, 2010
June 20, 2010
June 23, 2010
15.522.1 - 15.522.15
eplum Model of Student Engagement: Expanding Non-Travel Based Global Awareness, Multi-disciplinary Teamwork and Entrepreneurial Mindset Development
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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