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Ohio University's Global Learning Community

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

International Engineering Education II

Page Count

8

Page Numbers

7.894.1 - 7.894.8

Permanent URL

https://peer.asee.org/10936

Download Count

26

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Paper Authors

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Gregory Emery

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David Mould

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Carey Noland

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Brian Manhire

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

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Session 3160

Ohio University’s Global Learning Community

Brian Manhire, Gregory A. Emery, David H. Mould, Carey M. Noland Ohio University

Abstract

An overview of Ohio University’s Global Learning Community (GLC) is presented from the perspective of contemporary engineering education. The GLC’s multidisciplinary approach to studying international themes in a global context through its pedagogy of project- and team-based learning is described in re- lation to recent changes in ABET requirements (EC2000) for accrediting undergraduate engineering education programs. Programmatic challenges presently inhibiting extensive collaboration between the GLC and engineering education at Ohio University are described as well as opportunities for marginally improving collaboration despite these challenges.

I. Introduction

A university-wide committee of faculty and administrators designed Ohio University’s Global Learning Community in 1996-97. It began operating as an experimental program in fall 1998 and was officially inaugurated as a formal university certificate-granting program on November 23, 1999.1

The GLC’s raison d’être is to provide opportunities to internationalise curricula across campus. It of- fers a thirty-credit, two-year undergraduate residential certificate.2 Admission is competitive and open to all majors; and the certificate is intended to complement all undergraduate degree programs at the university. Its program of study is based on projects having international themes, which are in some cases undertaken in co-operation with real-world clientele.

Students enter the program at the beginning of either their sophomore or junior year, with many living and learning together in Bromley (residence) Hallwhich is also where the GLC’s classroom, computer laboratory and administrative office is located. The communal component also includes extracurricular student-faculty activities such as dining together and arranging and attending cultural events together. Certificate requirements include two required international experiences abroad. International perspec- tive, project- and team-based learning, community and international experiences (abroad) constitute the synergism that is the essence of the Global Learning Community.

The faculty is competitively selected from across campus to deliberately form a multidisciplinary teaching team. Typically, there are three core faculty serving the GLC by way of half-time temporary appoint- ments who return to their full-time permanent (home) faculty appointments after two or three years. In

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Emery, G., & Mould, D., & Noland, C., & Manhire, B. (2002, June), Ohio University's Global Learning Community Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/10936

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