Asee peer logo

Outcomes Assessment In International Engineering Education: Creating A System To Measure Intercultural Development

Download Paper |

Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Page Count

11

Page Numbers

10.981.1 - 10.981.11

Permanent URL

https://peer.asee.org/14824

Download Count

174

Request a correction

Paper Authors

author page

Melissa Eljamal

author page

Matthew Mayhew

author page

Eric Dey

author page

Stella Pang

Download Paper |

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

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

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. https://peer.asee.org/14824

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2005 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015