June 14, 2015
June 14, 2015
June 17, 2015
26.874.1 - 26.874.18
(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
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