June 14, 2015
June 14, 2015
June 17, 2015
26.1583.1 - 26.1583.14
Think Global, Act Global – for Engineering Problems and SolutionsAbstractThe discipline of engineering and technology is no longer an isolated field of human activitiesand the future role of engineering demands that social, ethical and cultural aspects should beadded to the technical dimension of engineering education. In this age of globalization, engineersshould have deeper concepts, wider views, more skills, and integrated tools to meet thechallenges of the expanding spheres of knowledge and the challenges of globalization. Effectiveand transformative global learning offers students meaningful opportunities to analyze andexplore complex global challenges, collaborate respectfully with diverse others, apply learning totake responsible action in contemporary global contexts, and evaluate the goals, methods, andconsequences of that action. Global learning enhance students’ sense of identity, community,ethics, and perspective-taking. Global learning is based on the principle that the world is acollection of interdependent yet inequitable systems and that engineering education has a vitalrole in expanding knowledge of human and natural systems, privilege and stratification, andsustainability and smart development to foster individuals’ ability to advance technologyapplication, equity and justice at home and abroad.ENTC 4600: Technical Practicum is a senior level required capstone design course offered bythe department of engineering technology, surveying and digital media. This course is offeredevery semester and requires the student to synthesize and apply subject matter studies in previousrequired courses and apply them to a realistic problem solving effort. In the Fall 2013, the ENTC4600 course’s learning outcomes were modified to infuse global perspectives of engineeringproblems and solutions. In that semester, students explored international markets mainlydeveloping countries, identified an engineering and technology related problem with thecollaboration of a focus group (consists of international students), and then designed anddeveloped a solution to mitigate the problem. It was anticipated that the students would learnabout international business environment, cross cultural elements of engineering problems, andsustainable solutions. Students learning outcomes were evaluated using pre and post survey,focus group’s evaluation, and peer evaluation. A sensitivity analysis was also conducted tojustify effectiveness of new learning outcomes. All students agreed that the course projectincreased their knowledge and skills to solve engineering problems in global settings. About92% students responded that the project increased their interest about different cultures andmulti-perspective analysis, and 72% students, up 52% from pre-survey, said that the project washelpful understanding engineering and technology related practices, standards, specifications,safety outside USA. This paper presents effectiveness of proposed course modifications andengaging international students with American students as a method to teach global skills. Thepaper summaries course preparation, organization, challenges, and opportunities to enhanceglobal education experiences for engineering technology students which can be transmitted inother areas.
Uddin, M. M., & Johnson, K. V. (2015, June), Think Global, Act Global – for Engineering Problems and Solutions Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24919
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