June 14, 2015
June 14, 2015
June 17, 2015
26.1348.1 - 26.1348.14
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. P. (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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