June 22, 2008
June 22, 2008
June 25, 2008
13.648.1 - 13.648.16
GLOBALIZATION: A NEW FRONTIER FOR CAPSTONE COURSES
The world we live in is constantly changing. Engineers must not only understand the fundamentals of math, science and engineering, but must also be prepared to work within a global environment. Engineers commonly work in multinational corporations or are involved in work that requires communication and collaboration across international boundaries.
Over the last twenty years, capstone courses have become widespread as major contributors to better prepare engineering students for their leadership roles in industry1. As educators we need to ask ourselves how capstone courses can contribute to a new frontier of globalization needed in engineering education.
This paper will explore: • The reality of globalization • The history and evolution of capstone courses • Several learning activities currently pursued by engineering programs throughout the country aimed at preparing students for globalization. • A sampling of globalization activities currently occurring in some capstone courses in the United States • A summary of the experiences that Brigham Young University is pursuing to provide international opportunities for engineering and technology students • A building block model to improve and evaluate the likelihood of achieving international learning outcomes in engineering education
Students, educators, government agencies, global enterprises, local firms and entrepreneurs are all affected by globalization. As educators we must not only prepare students to understand the fundamentals of math, science and engineering, but must also prepare students to work within a global environment. Duane Abata, former president of the American Society for Engineering Education (ASEE), indicated that there needs to be a “major revolution in engineering education. We must internationalize our curriculum; to include ….intercultural interaction….We must mold our students to be entrepreneurs, and spirited international adventures as well”2. We need to ask ourselves how capstone courses can contribute to the new frontier of globalization needed in engineering and technology education. What can we learn from other globalization efforts for engineering students that will help us modify capstone courses to better prepare engineering students for leadership roles in a global environment?
Engineering education’s charge is to develop engineers who, “must design under—and so understand at a deep level—constraints that include global, technical, cultural, and business contexts”3. This charge challenges engineering programs to prepare engineers with sufficient knowledge to function and communicate cross-culturally4-5.
Warnick, G., & Magleby, S., & Todd, R., & Parkinson, A. (2008, June), Globalization: A New Frontier For Capstone Courses Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/3744
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