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Rising Sophomore Abroad Program: A Model for Professional Formation of Globally Competent Engineers

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

International Division Technical Session 2

Tagged Division

International

Tagged Topic

Diversity

Page Count

14

Page Numbers

26.1348.1 - 26.1348.14

DOI

10.18260/p.24685

Permanent URL

https://peer.asee.org/24685

Download Count

107

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Paper Authors

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Andrea M. Ogilvie P.E. Virginia Tech

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Andrea M. Ogilvie, P.E. is a doctoral student and graduate research assistant in the Department of Engineering Education at Virginia Tech. Andrea’s research mission is to broaden participation in STEM and her current research interests are focused on understanding the relationship between institutional policy and student pathways in engineering (i.e. access, recruitment, persistence, retention, migration, and degree completion).

Prior to joining Virginia Tech, Andrea served as the Director of the Equal Opportunity in Engineering (EOE) Program at The University of Texas at Austin for 11 years. Andrea joined UT in 2001 after six years in industry, where she had a successful career as a structural engineer for Kellogg Brown & Root and HDR Engineering, Inc.

As EOE Director, Andrea led Cockrell School of Engineering efforts to recruit and retain ethnically underrepresented students as well as students with backgrounds or experiences that contributed to the overall diversity of the School. During her term, Andrea raised more than $3.7 million in private and public grants to support the EOE program and its mission. While EOE was under her direction, UT Austin ranked as high as third in the nation in producing undergraduate engineering degrees for minority groups and the program was recognized with the 2011 NSBE ExxonMobil Impact Award and the 2012 College Board Innovator Award, Getting through College Category.

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David B Knight Virginia Tech Department of Engineering Education Orcid 16x16 orcid.org/0000-0003-4576-2490

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David Knight is an Assistant Professor in the Department of Engineering Education and affiliate faculty with the Higher Education Program, Center for Human-Computer Interaction, and Human-Centered Design Program. His research focuses on student learning outcomes in undergraduate engineering, learning analytics approaches to improve educational practices and policies, interdisciplinary teaching and learning, organizational change in colleges and universities, and international issues in higher education.

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Thomas Carl Long Virginia Tech

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Tom Long serves as the graduate assistant for research and assessment as part of the Virginia Tech's College of Engineering Dean's Office. He provides support on research methodologies and performs assessments and evaluations on a variety of topics for the College.

Mr. Long is a Doctoral Candidate in Educational Research and Evaluation at Virginia Tech and currently working on his dissertation. His research focuses on the use of multi-level modeling of longitudinal data to show student growth in both cognitive and affective domains.

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Stephanie G. Adams Virginia Tech

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Dr. Stephanie G. Adams is the Department Head and Professor of Engineering Education at Virginia Tech. She previously served as Associate Dean for Undergraduate Studies in the School of Engineering at Virginia Commonwealth University and was a faculty member and administrator at the University of Nebraska-Lincoln (UNL). Her research interests include: Teamwork, International Collaborations, Faculty Development, Quality Control/Management and Broadening Participation. She is an honor graduate of North Carolina A&T State University, where she earned her BS in Mechanical Engineering, in 1988. In 1991 she was awarded the Master of Engineering degree in Systems Engineering from the University of Virginia. She received her Ph.D. in Interdisciplinary Engineering from Texas A&M University in 1998. She is the recipient of numerous awards and honors, including the National Science Foundation's most prestigious, Faculty Early Career Development (CAREER) award. She is a Fellow of the American Society of Engineering Education, holds membership in a number of organizations and presently serves on the National Advisory Board of the National Society of Black Engineers.

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Catherine T. Amelink Virginia Tech

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Dr. Amelink is the Director of Graduate Programs and Assessment in the College of Engineering Virginia Tech and affiliate faculty in the Department of Engineering Education.

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Nicole Sanderlin Virginia Tech

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Dr. Sanderlin serves as Director of Global Engagement for Virginia Tech's College of Engineering. She provides leadership for international initiatives and works closely with COE faculty to develop new institutional partnerships and international opportunities for engineering students. Her research focuses on internationalization of higher education, faculty engagement, and international program assessment

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Abstract

Note for Program ChairThis paper is best fit for the following sessions (top 3 choices):1. Comparison and Assessment of Various Study Abroad Models in Achieving Global Competencies2. Integration of International Programs in the Engineering Curriculum (year long, semester, short-term / study abroad, co-op, and service learning)3. Domestic Internationalization: Developing Global Competence through On-Campus Activities. Rising Sophomore Abroad Program at XYZ University*: A Model for Professional Formation of Globally Competent EngineersAbstract There is increasing demand and a critical need for engineers in the workforce who aretrained to work in globally distributed teams and prepared to solve ill-structured problems thatdiffuse across national boundaries1,2. To meet those workforce demands and needs, institutionsof higher education must work to expand curricular and co-curricular programs to provideundergraduate and graduate engineering students with the opportunity to engage in meaningfulinternational education experiences abroad and at their home institutions3. XYZ University’s* Rising Sophomore Abroad Program (RSAP) is one approach foroffering a global engineering experience for students. Hosted by XYZ University’s* Departmentof Engineering Education for first year engineering students, RSAP integrates an on-campus,semester-long experience with a two week international experience in a course entitled GlobalEngineering Practice: Leadership & Culture. While traveling throughout Germany, Italy, andSwitzerland, program participants engage in local culture and customs during visits withengineering businesses and universities. RSAP provides students with an opportunity to expandtheir global competencies while learning about differences in political, technological, social,cultural, educational and environmental systems through experience. As a result, programparticipants develop: 1) an understanding of technology and business opportunities andchallenges in Germany, Italy, and Switzerland, and 2) an understanding of their implications toAmerican engineers. Students and student interest in the program continues to grow, as measured by the two-fold increase in RSAP applications for 2015 to 137. In this paper, we provide a programoverview for RSAP (i.e. background, unique elements, program objectives and outcomes) andpresent quantitative and qualitative assessment results for the 2014 cohort. Based on theseanalyses, we propose a refined, more in-depth evaluation/assessment plan for 2015 to measurethe extent to which RSAP student participants achieve program outcomes—this plan can serve asa model for other similar programs that seek to demonstrate value.*For blind review process, XYZ University serves as pseudonym for original university.References1. Stevens, R., Johri, A., & O'Connor, K. (2014). Professional Engineering Work. In A. Johri & B. M. Olds (Eds.), CHEER: Cambridge Handbook of Engineering Education Research New York, New York: Cambridge University Press.2. Johri, A., & Jesiek, B. K. (2014). Global and international issues in engineering education. In A. Johri & B. M. Olds (Eds.), CHEER: Cambridge Handbook of Engineering Education Research New York, New York: Cambridge University Press.3. Ibid.

Ogilvie, A. M., & Knight, D. B., & Long, T. C., & Adams, S. G., & Amelink, C. T., & Sanderlin, N. (2015, June), Rising Sophomore Abroad Program: A Model for Professional Formation of Globally Competent Engineers Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24685

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