June 15, 2014
June 15, 2014
June 18, 2014
24.917.1 - 24.917.17
Engineering Global Preparedness: Moving Towards a Conceptual ModelU.S. engineering programs are increasingly required to better prepare their students to operateeffectively in diverse international environments. As a consequence, accredited engineeringprograms must demonstrate that graduates possess “the broad education necessary to understandthe impact of engineering solutions in a global economic, environmental, and societal context.”Implied in this is an expectation that engineering programs begin to address “globalpreparedness.” Yet, little has been done to define engineering global preparedness, specifyalternatives for achieving global preparedness, or determining traits, prior experiences, orcurricular and extra-curricular activities that contribute to global preparedness.This paper presents results from the first phase of a project funded by the National ScienceFoundation that explores how international learning experiences (i.e., co- and extra-curricular)impact engineering students’ global preparedness. In particular, a study employing the Delphimethod was conducted in which 18 subject matter experts (SMEs) participated. The Delphi wasdesigned with three rounds that culminated with a voluntary face-to-face summit followed by afinal analytical and mapping synthesis. The process first asked participants to respond to twoopen-ended questions in which respondents characterize globally prepared engineers and thelearning experiences that help produce them. These responses were used to construct aquestionnaire that participants completed in the second round. From the SME responses areas ofconsensus and divergence were found. In the third round SMEs had the opportunity to revisetheir judgments and clarify reasons. These were then discussed at the voluntary face-to-facesummit, resulting in the identification of outcomes, programmatic elements believed to influencethe quality of intercultural and global experiences, as well as types of experiences. As part of thesummit, teams of SMEs created semantic maps of global engineering preparedness outcomes;and these were then further synthesized into a single map that was vetted by the SMEs during thefourth and final Delphi round.Results from this study provide a framework for global engineering education that may guidepractice with an emphasis on how engineering students acquire global preparedness and thecontextual and experiential factors that influence this acquisition.
Levonisova, S., & Huang, S., & Streiner, S. C., & Cunningham, S., & Ragusa, G., & Besterfield-Sacre, M. E., & Shuman, L. J., & Matherly, C. (2014, June), Moving Towards a Research Informed Conceptual Model of Engineering Global Preparedness Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/22850
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