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Outcomes Assessment in International Engineering Education: Creating a System to Measure Intercultural Development

Matthew Mayhew1,3, Melissa B. Eljamal2, Eric Dey1, and S. W. Pang2 1 School of Education 2 College of Engineering The University of Michigan Ann Arbor, Michigan, 48109 3 Current Address: University of North Carolina Wilmington Wilmington, NC 28403

Abstract The University of Michigan College of Engineering has developed a comprehensive evaluation system to ensure a formative assessment of its programs, the climate for participation in international programs, and the outcomes assessment of the intercultural development of its student participants. In collaboration with the University of Michigan School of Education, a mixed method design with a combination of qualitative and quantitative methods was employed. Findings from the initial interviews yielded the following reasons for limited participation in international programs: a) rigid curricula and demanding courses, b) financial implications connected with a longer time to degree, and c) difficulty convincing faculty to accept transferred technical credit from international institutions. The climate survey results indicated that the pre- college experiences combined with a supportive infrastructure mean students place a greater value on international education and lead to greater participation, particularly if these overseas experiences better position them for careers in engineering. The level of intercultural awareness of student participants in international programs is similar across race, gender, department, academic level, and cumulative grade point average. Participants behave in tolerant ways toward other cultures but must learn more about their own culture by trying to see it in the way it is seen by people from different cultures.

I. Introduction In 2000, the International Programs in Engineering (IPE) office of the University of Michigan (UM) College of Engineering (CoE) launched its Program in Global Engineering (PGE) with the support of funding from the Department of Education’s Fund for Initiatives in Post-Secondary Education (FIPSE). The PGE was designed to focus the humanities and social sciences portion of the undergraduate engineering degree requirements to help students gain a global perspective and in-depth knowledge of the language and culture of a chosen region of the world. Students are also required to participate in an overseas work or study experience as well as take part in cross- cultural training activities. The goals of the PGE are as follows:

• To understand the importance of globalization of engineering technology, resources, and markets • To appreciate people, culture, and engineering practices of other nations • To study one’s self within a global context

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

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Eljamal, M., & Mayhew, M., & Dey, E., & Pang, S. (2005, June), Outcomes Assessment In International Engineering Education: Creating A System To Measure Intercultural Development Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14824