Engineering Education: Multidisciplinary and Global (original) (raw)
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2007
Abstract- Engineering education has to face challenges that globalization poses and to adapt itself to a divers global work environment characterized by the increasing flow of economic goods, knowledge and information between countries and cultures. Extending multidisciplinary, senior design problem- and team-oriented projects, where students from different areas of engineering collaborate by adding an international component seems to be a natural, rewording path to follow. We have started with an international team composed of students from the Faculties of Electrical
Implementation Of An International Multidisciplinary Engineering Education Consortium
2009
In recent years, the growing integration of economies and societies around the world has required that graduates of all institutions and disciplines be prepared to work in an economy that is now best seen as essentially international. Global markets are dictating the way that national economies around the world design, distribute, and consume goods and services. Engineers are in the midst of this dynamic development. Most large engineering projects currently require multi-national teams of multi-disciplinary professionals to work together and, therefore, a better understanding of the global economy, communication skills, cultural awareness, and interpersonal skills are critical to engineers. In this context, universities around the world are increasingly moving to establish international partnerships in their education and research programs. This growing trend is fuelled by many factors, including the need to give students the education they require to work in an increasingly global...
Engineering Education Solutions to a Global Economy
Engineering education has to face challenges that globalization poses and to adapt itself to a divers global work environment characterized by the increasing flow of economic goods, knowledge and information between countries and cultures. Extending multidisciplinary, senior design problem-and teamoriented projects, where students from different areas of engineering collaborate by adding an international component seems to be a natural, rewording path to follow. We have started with an international team composed of students from the Faculties of Electrical Engineering, Computer Sciences and Automatics and Electronics, Telecommunications and Information Technology -at POLITEHNICA University of Bucharest (Romania) -and from the Department of Mechanical Engineering at the FAMU-FSU College of Engineering (USA), in parallel with a second team made of students from the Department of Mechanical Engineering at the Federal University of Parana (Brazil) and the Department of Mechanical Engineering at the FAMU-FSU College of Engineering (USA). The paper disseminates the strategy we used and the experience we gained in the selection of the team, the funding solutions, and the positive and negative elements of this first attempt to include an international component to the senior design project. Index Terms -Capstone Senior Design, Multidisciplinary, Multi-country senior design project, International.
Future Global Visions of Engineering Education
Procedia Engineering, 2011
This article presents the future global visions of engineering education. Due to the socio-technological challenges, engineering education must anticipate and adapt to dramatic changes in terms of engineering practice and instruction. In the future, the roles of engineers must change along with the following aspects: the globalization of industry and engineering practice, the shift of engineering employment from large companies to small and mediumsized companies, the growing emphasis on entrepreneurialism, the growing share of engineering employment in nontraditional, less-technical engineering work, the shift to a knowledge-based "services" economy, and increasing opportunity for using technology in the education and work of the engineering. This study found that successful attributes for the engineering education graduates in 2020 must be at strong level. They are as follows: lifelong learners, ability to frame problems, putting them in a socio-technical and operational context, dynamic/agile/resilient/flexible, high ethical standards and a strong sense of professionalism, good communication skills with multiple stakeholders, possess strong analytical skills, exhibit practical ingenuity; posses creativity, and business and management skills; leadership abilities. Moreover, the study found that the problems which engineering education graduates in 2020 encounter and have strong ability to solve. They are as follows: maintaining technical currency & life long learning, environmental and energy related problems, managing globalization, problems related to population growth, ultra-nanoscale, miniaturization, and bioengineering and medical problems.
Global Engineering Education: Issues, Strategies and Predictions
J. of Design Research, 2004
This paper reviews results from a workshop on Global Engineering Education held at Arizona State University in Tempe, Arizona, February 26 and 27, 2004. The motivation for this workshop came from a desire to get practitioners of global engineering education experiences together to talk about issues. The workshop proceeded through four stages: inspirational presentations, discernment of the issues, development of barriers and strategies to vault the barriers and summary conclusions. Twenty-six participants from 17 industries and universities from five countries selected 6 major issue areas. Each issue area was discussed and plans were developed to improve the progress toward global engineering education. A major conclusion is that global engineering education appears to be more important than was first thought. It can have an impact on the convergence of solutions for technological, social and cultural problems around the world and can help make progress toward improving living conditions in all countries by establishing a common understanding of and applying engineering solutions to human needs.
2008
Globalization is making both developed and developing countries think about effective and efficient strategies that will advance their economies and social development. Throughout the history of civilization, engineering has played a critical role in economic development. Engineers are key not only in solving local problems but also in knowledge creation and knowledge transfer. Thus, it is imperative that technical know-how be supplemented with professional skills to develop an ‘adaptive leader’ who is capable of addressing the multiple challenges of an ever changing world. The key-question posed by the 21st century global economy to engineering educators and stake-holders is this: “How can education in science and technology help to reduce poverty, boost socio-economic development, and take the right decisions for sustainable and environmental compatible development?” To answer these questions, a global approach is needed: and this can only be accomplished by a “team” which has its...
Engineering Education Reform; Thinking Globally, Acting Locally
2018
Objective: With the fast growth of technology globally, the need for more talented and skilled engineers across the world have also increased. But, what makes an engineer talented and skilled? What should be the goal of engineering education? Methodology: As engineering educators and engineering education researchers, how can we foster those engineers? When is the best time to start educating our future engineers? In order to address the global need, we should answer the questions mentioned above. Answering these questions requires knowing how engineering education community across the world are addressing this need. Results: In this position paper, we seek to answer these questions by reflecting on what we know about engineering education based on our experience of working in a developed country and the knowledge we gained during this time. Conclusion: At this point, we would like to invite all the members of this community to start the conversation of reform in engineering educati...
Expanding global engineering education research collaboration
2008
Abstract Within many traditional disciplines, international collaborations have developed around specific research areas. But since engineering education research is a relatively new field of activity, few international research collaborations in this area have yet emerged. As engineering becomes more global, these types of collaborations are increasingly important, especially to promote continued innovation in engineering education and ensure the employability and mobility of engineering graduates.
Engineering Technology Education in an Era of Globalization
Proceedings. Frontiers in Education. 36th Annual Conference, 2006
The world has become a fundamentally different place than it was when most engineering technology (ET) curricula were devised and implemented. Graduates must interact in a global environment, as international corporations are the rule in virtually any sector where ET graduates seek jobs: electronics, automotive, aerospace, consumer goods, energy. Unfortunately, what graduates need to compete in those environments is not yet a significant part of many engineering technology programs. Engineering technology programs in the U.S. must adapt to the globalization of industry, and prepare faculty and students to face these new challenges. After setting the larger stage of engineering technology education in a global environment, specific details relating to Arizona State University, Brigham Young University, and Purdue University's activities towards meeting this challenge are detailed.
Engineering Education Societies Becoming Global
2008 Annual Conference & Exposition Proceedings
is a member of the University Relations staff of the Hewlett Packard Company. She is responsible for relations with universities throughout Latin America and the Caribbean. Before joining HP, Lueny was full professor of Chemical Engineering at the University of Puerto Rico-Mayagüez where she held positions at the Campus and UPR system level, including director of the UPRM R&D Center. Recipient of the 2006 US National Academy of Engineering Bernard M. Gordon award, her work in curriculum, research, accreditation and economic development activities has been published in more than 50 papers, book chapters and journals.