August 23, 2022
June 26, 2022
June 29, 2022
Keywords: global engineering, assessment, global courses, global competence
Professional engineering work is increasingly global in nature, requiring engineering graduates to work effectively across cultural differences. As such, engineering educators must provide opportunities for students to develop and practice these skills before graduation. In this paper, we present data collected from two courses focused on developing global competence in engineering students. The first class is a 3-credit undergraduate course titled Engineering in Global Context, which takes a cross-cultural/national comparative approach to explore what engineering is, how engineers are trained, what engineers do, and how engineering and society interact. The second class is a 3-credit graduate level course titled Globalization and Engineering. This course emphasizes the multifaceted dynamics of globalization, including its impact on engineering practice and the lives and education of engineers. Both classes additionally offer training and activities focused on inter/cross-cultural development. The study reported here is based on survey data collected in both of these courses over the span of three years, encompassing a total of 79 students. The survey consisted of items from the Global Engineering Competency Situational Judgment Test (GEC-SJT), the Global Engineering Competency Scale (GECS), the Cultural Intelligence Scale (CQS), and the Miville-Guzman Universality-Diversity Scale-Short form (MGUDS-S). As behavioral measure, the GEC-SJT measures give insight to how individuals might act in situations involving international colleagues. This survey presented students with three scenarios and a total of 13 associated rating items covering three cultural contexts and three different dimensions of global engineering practice. The GECS (10 items) measures competency along cognitive and behavioral dimensions. The CQS (20 items) assesses student self-perceptions of their ability to function effectively in cross-cultural situations. Finally, the MGUDS-S instrument (15 items) assesses the student’s attitudes toward diversity. To analyze these measures longitudinally, we compared students' pre-course and post-course scores on each instrument using t-tests. We also explored the impact of the course on an individual level using the standard error of measurement (SEM). The results showed significant growth in dimensions of the GECS and CQS. We also found that the SEM can detect individual change, so it is able to give perspective on individual impact when considering future course design.
Dang, N., & Davis, K., & Jesiek, B. (2022, August), Measuring Change in Students’ Development of Global Competency in Two Global Engineering Courses Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/40586
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