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Experience-Based Learning: Global Engineering Culture and Society

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

International Division Technical Session 3

Tagged Division

International

Tagged Topic

Diversity

Page Count

9

DOI

10.18260/1-2--32789

Permanent URL

https://peer.asee.org/32789

Download Count

32

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Paper Authors

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Julio Urbina Pennsylvania State University, University Park Orcid 16x16 orcid.org/0000-0001-6281-4905

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JULIO V. URBINA, Ph.D is an Associate Professor in the School of Electrical Engineering and Computer Science at Penn State. His educational research interests include effective teaching techniques for enhancing engineering education, global engineering and international perspectives, thinking and working in multi-, inter-, and transdisciplinary ways, cyberlearning and cyber-environments, service and experiential learning, teaming and collaborative learning.

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Jose F. Oliden Universidad Nacional de Ingenieria

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JOSE F. OLIDEN, Eng is an Professor in the School of Mechanical Engineering, Mechatronic deparment at National University of Engineering (UNI-Perú). His educational research interests include effective teaching techniques for enhancing engineering education, embeded systems, robotic and Sechatronic Systems, Satellital Systems and Control & Automatization.

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Patrick Tunno Pennsylvania State University

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Patrick Tunno, MBA is the Director of the Office of Global Engineering Engagement and an Assistant Teaching Professor at Penn State University. He is a PhD candidate whose research focuses on study abroad and the impact of international experiences on the development of global competencies.

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Akhlesh Lakhtakia Pennsylvania State University

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Akhlesh Lakhtakia is Evan Pugh University Professor and Charles Godfrey Binder Professor of Engineering Science and Mechanics.

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Juan Rodriguez Universidad Nacional de Ingenieria

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Juan Rodriguez, Ph.D. Is a full Professor of the Science Faculty at the Universidad Nacional de Ingeniería. His educational research interest includes the development of new ways to improve learning in engineering education, having the self-measuring of the absolute and inter comparative advance as the main indicator. Experimental, cyber and experiential environments are explored.

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Miguel Luis Estrada P.E. Universidad Nacional de Ingenieria

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Certified Civil Engineer, graduated from the National University of Engineering, Lima - Peru, specialized in Geomatics Engineering, has the position of Executive President of the National Training Service for the Construction Industry - SENCICO. From 2013 to July 2018 he was the General Director of the Japan - Peru Center for Earthquake Engineering Research and Disaster Mitigation - CISMID, at the School of Civil Engineering of the National University of Engineering. Has a Master degree of Science in Engineering and a PhD degree in Civil Engineering from the University of Tokyo, Japan. International Consultant and Researcher in the area of ​​Geomatics Applied to Civil Engineering, especially in the use of Satellite Information and Geographic Information Systems applied to Disaster Risk Management. Since 2005, is a Professor at the National University of Engineering in the Graduate and Undergraduate Schools of the School of Civil Engineering and Associate Professor at the Ricardo Palma University.

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Esther Obonyo Pennsylvania State University

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Dr Esther Obonyo is an Associate Professor of Engineering Design and Architectural Engineering. She is also a Director for Strategic Initiatives in the Office of the Vice Provost for Global Programs at Penn State University.

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Sarah E. Zappe Pennsylvania State University, University Park

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Dr. Sarah Zappe is Research Associate and Director of Assessment and Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support for educational proposals and projects, and working with faculty to publish educational research. Her research interests primarily involve creativity, innovation, and entrepreneurship education.

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Christine B. Masters Pennsylvania State University, University Park

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Christine Masters is the Assistant Dean for Academic Support and Global Programs and a Teaching Professor in the Engineering Science and Mechanics Department at the Pennsylvania State University. In between raising for great kids with her husband of 31 years, she taught large enrollment statics and strength of materials courses for 12 years and has been leading the Penn State COE student services team for the last 5 years and loves every minute of it!

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Fernando Fonseca Pacheco Lycoming College

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I am a visiting assistant professor at Lycoming College. My research interests are 20th-21st centuries Latin American literature and culture; cultural and intellectual history; intersectionality between aesthetics and politics; cultural and historical dynamics of literature and performing arts.

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Abstract

In September 2015, more than 190 members of the United Nations (UN) committed to 17 Sustainable Development Goals (SDGs) for bringing equality across the world. Following recent initiatives at the Pennsylvania State University and recognizing the need to prepare our students to make a meaningful contribution to the implementation of the SDGs, we developed a new “Global Engineering Culture and Society” course. In addition to providing first years students with a global engineering-related study abroad opportunity, it also: 1) Exposes them to the use of scientific methods in developing a problem statement revolving around identified global challenges; 2) Gives them an experience-based understanding of the value of multidisciplinary teams, and; 3) Requires them to investigate contemporary issues in a broader global context. The course is based on selected STEM challenges and opportunities in Peru with site-specific case studies for engaged scholarship and intellectual development.

The key learning objectives and outcomes are: • To develop an appreciation of, and describe how, engineering issues and the implementation of the UN SDGs in Latin America. • To understand the broader parameters of a technical problem that afflicts society at large with an emphasis on Latin America. • To determine optimal methodologies to approach a technical problem from multidisciplinary perspectives. • To use a system thinking approach to define a techno-scientific problem and illustrate how this approach can be employed to devise engineering solutions that benefit specific communities and humanity at large. • To produce and interpret information on the UN SDGs in order to conduct outreach activities. • To apply the intercultural knowledge developed abroad for creating academic scenarios that connected the local realities of the host country with the UN SDGs. Offered for a six-week period, the course was partitioned into three two-week modules to facilitate faculty participation from The Pennsylvania State University (Penn State) as well as from Universidad Nacional de Ingenieria (UNI) in Lima, Peru. Module 1 addressed UN SDG-11 Sustainable Cities and Communities, Module 2 focused on UN SDG-4 Quality of Education, and Module 3 analyzed design-related strategies to make human settlements safe, addressing elements of UN SDG-11. Each module was taught by a faculty member from Penn State and a faculty member from UNI together to ensure that local cultural and pedagogical aspects were fully integrated in each module. Student population for this course was composed of about 90% from STEM fields and about 10% from non-STEM fields from Penn State while the students from UNI were 100% from STEM fields.

This paper will discuss the lessons learnt during the different stages of the course: the design, the development, and the implementation. It will provide the rationale for curriculum implementation, and the integration of selected SDG’s into the course material. It will also report the findings from monitoring and evaluation activities (based on student surveys administer before, during, and after the study abroad experience), future plans such as broadening the range of SDG goals integrated into the curriculum, research possibilities between the two partner institutions, and a plan to assess the impact of this course in the students professional careers.

Urbina, J., & Oliden, J. F., & Tunno, P., & Lakhtakia, A., & Rodriguez, J., & Estrada, M. L., & Obonyo, E., & Zappe, S. E., & Masters, C. B., & Fonseca Pacheco, F. (2019, June), Experience-Based Learning: Global Engineering Culture and Society Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32789

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