Asee peer logo

Identifying Factors That Enhance Undergraduate Engineering Students’ Global Preparedness

Download Paper |

Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

International Division Technical Session 5

Tagged Division

International

Page Count

18

Page Numbers

26.874.1 - 26.874.18

DOI

10.18260/p.24211

Permanent URL

https://peer.asee.org/24211

Download Count

117

Request a correction

Paper Authors

biography

Svetlana V. Levonisova University of Southern California

visit author page

Svetlana Levonisova is a postdoctoral research associate at the University of Southern California. Her research interests include college access and STEM education, internationalization of engineering education, research methods, and institutional effectiveness. She received her Ed.D. in Educational Leadership from the University of Southern California.

visit author page

author page

Rachel E. Savage University of Tulsa

biography

Scott Charles Streiner University of Pittsburgh

visit author page

Scott C. Streiner is a full-time doctoral student in the Industrial Engineering Department at the University of Pittsburgh. He conducts research in the field of globalized engineering, including studying offerings in international engineering education, and the extent to which these experiences improve global preparedness of engineering students. Currently, Streiner’s research focus is on how best to operationalize and evaluate global opportunities within the engineering curriculum.

visit author page

biography

Erin J. McCave Clemson University

visit author page

Erin McCave is a post-doctoral researcher in the Department of Engineering & Science Education and a lecturer for the General Engineering department at Clemson University. Her research interests are in minority engineering student identity development and engineering student global preparedness. She completed her Ph.D. in Bioengineering from Clemson University in 2014 and a certificate in Engineering & Science Education in 2012. She completed her B.S in Biomedical Engineering from Michigan Technological University in 2003.

visit author page

biography

Gisele Ragusa University of Southern California

visit author page

Gisele Ragusa is a Professor of Engineering Education at the University of Southern California. She conducts research on college transitions and retention of underrepresented students in engineering and also research about engineering global preparedness and engineering innovation. She also has research expertise in STEM K-12 and in STEM assessment. She chairs USC's STEM Consortium.

visit author page

biography

Cheryl Matherly

visit author page

Dr. Cheryl Matherly is Vice Provost for Global Education at The University of Tulsa, where she has responsibility for the strategic leadership of the university’s plan for comprehensive internationalization. Dr. Matherly’ directs the NanoJapan program, funded by the National Science Foundation in order to expand international research opportunities for students in STEM fields. She is the recipient of two Fulbright grants for international education administrators (Germany and Japan.) She has an Ed.D. in Education Leadership and Culture Studies from the University of Houston.

visit author page

biography

Lisa Benson Clemson University

visit author page

Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms. Her education includes a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University.

visit author page

biography

Mary E. Besterfield-Sacre University of Pittsburgh

visit author page

Dr. Mary Besterfield-Sacre is an Associate Professor and Fulton C. Noss Faculty Fellow in Industrial Engineering at the University of Pittsburgh. She is the Director for the Engineering Education Research Center (EERC) in the Swanson School of Engineering, and serves as a Center Associate for the Learning Research and Development Center. Her principal research is in engineering education assessment, which has been funded by the NSF, Department of Ed, Sloan, EIF, and NCIIA. Dr. Sacre’s current research focuses on three distinct but highly correlated areas – innovative design and entrepreneurship, engineering modeling, and global competency in engineering. She is currently associate editor for the AEE Journal.

visit author page

biography

Larry J. Shuman University of Pittsburgh Orcid 16x16 orcid.org/https://0000-0001-6884-7070

visit author page

Larry J. Shuman is Senior Associate Dean for Academic Affairs and Distinguished Service Professor of industrial engineering at the Swanson School of Engineering, University of Pittsburgh. His research focuses on improving the
engineering education experience with an emphasis on assessment of design and problem solving, and the study of the ethical behavior of engineers and engineering managers. A former Senior Editor of the Journal of Engineering Education, Shuman is the Founding Editor of Advances in Engineering Education. He has published widely in engineering education literature, and is co-author of Engineering Ethics: Balancing Cost, Schedule and Risk - Lessons Learned from the Space Shuttle (Cambridge University Press). He received his Ph.D. from the Johns Hopkins University in Operations Research and a B.S.E.E. from the University of Cincinnati. Dr. Shuman is an ASEE Fellow.

visit author page

Download Paper |

Abstract

 (Session Topics Preferences: Comparison and Assessment of Various Study Abroad Models inAchieving Global Competencies; Preparing Engineering Students For International Practice;Engineering Education Responses to Global Challenges) Identifying Factors That Enhance Undergraduate Engineering Students’ Global Preparedness As the nature of engineering work grows increasingly more global, both academic and industry stakeholders have widely acknowledged the necessity for engineering graduates to work effectively with peers from diverse national and cultural backgrounds. As a consequence, U.S. engineering programs endeavor to infuse global perspectives and experiences into engineering curricula through a variety of approaches including curricula and co-curricula activities. Although there are evident trends that engineering education seeks to foster students’ global preparedness, research has not yet provided evidence regarding the attributes that produce a globally prepared engineer, or about the types and programmatic components of learning experiences that best promote preparation of engineering students for the global workforce. The present paper is part of a larger research effort to address these issues. It offers findings from the second phase of a multi-university project funded by the National Science Foundation that inquires into how global learning experiences (both co- and extra-curricular) contribute to engineering students’ global preparedness. Specifically, this paper draws on a mixed-methods quasi-experiment conducted among our three collaborating schools in Spring 2014 and aimed at delineating pedagogical approaches associated with engineering global preparedness. The study tested two hypotheses. First, the types of international learning experiences are associated with engineering student learning outcomes. Second, particular programmatic components of the learning experiences are associated with engineering student learning outcomes. The study used two established assessment instruments, the Global Perspective Inventory (GPI) and the Engineering Global Preparedness Index (EGPI) for measuring outcomes related to global learning. We investigated samples of senior engineering students from the three institutions, who had previously engaged in an international school-based experience. In addition, each site recruited a comparison set of senior engineering students who had not had such experience and a third sample of incoming freshmen without international experience to provide a baseline. Results from this study broaden the knowledge base about contextual factors related to engineering global preparedness. In particular, they offer the engineering education community insight into the types of pedagogical approaches and their defining parameters, and how these potentially relate to students’ learning outcomes.

Levonisova, S. V., & Savage, R. E., & Streiner, S. C., & McCave, E. J., & Ragusa, G., & Matherly, C., & Benson, L., & Besterfield-Sacre, M. E., & Shuman, L. J. (2015, June), Identifying Factors That Enhance Undergraduate Engineering Students’ Global Preparedness Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24211

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015