Developing Direct Measures of Global Competence (original) (raw)

Ac 2011-1072: Defining Global Competence for Engineer- Ing Students

2011

In this study, we collected the opinions of prominent members of engineering industry and academia in order to determine a clear definition of what it means for engineering graduates to be globally competent. The data collection was conducted via an online survey, which was adapted from a survey outlined in Parkinson et al.'s 2009 paper entitled "Developing Global Competence in Engineers: What Does It Mean? What Is Most Important?". The similarity between our surveys allowed us to compare our results to the results they presented. We also collected more demographic data, which allowed us to look for relationships between the participants’ answers and the way they ranked the thirteen dimensions. We found that only some of the demographic information correlated with some of the competencies, but not all. Our survey indicated that the top five most important dimensions of global competence are: 1) the ability to communicate across cultures, 2) the ability to appreciate ot...

A Systemic Approach To Global Competency For Engineers

2006 Annual Conference & Exposition Proceedings

The purpose of this paper is to outline a systemic approach to global competency for engineers. Using quiz questions used in our Engineering Cultures course as a pathway into the problem of global competency, the paper begins by introducing the problem and briefly summarizing the learning criterion and learning outcomes for global competency presented in a forthcoming paper in the Journal of Engineering Education. That criterion calls attention to the importance of problem definition in engineering work. Building on the main elements of and lessons learned by NSF-sponsored systemic reform efforts in engineering education in place since 1990s, this paper outlines in detail the following aspects of systemic reform for global competency: 1) unifying visions and goals, including high standards for learning expected from all students; 2) a restructured system of governance and resource allocation, including a proposed new ABET criterion for global competency; and 3) alignment among all parts of the system, including hiring practices, modifications to engineering science and elective courses and textbooks, and accountability mechanisms. After reviewing several approaches to global competency, the paper concludes by asserting that "the ultimate success of methods for achieving global competency will depend both upon their integration across the full range of the engineering curriculum, including in engineering science courses, and upon widespread acceptance among engineering educators of the importance of giving as much weight and time to problem definition as is currently given to problem solving."

Rubric for Global Competency in Engineering Education

2013

Educating engineering students for global competence is increasingly required to keep up with the contemporary global environment. As more engineering programs are incorporating global competency into their curriculum, more attention needs to be paid to how you assess that competency. Implementation and assessment of international experiences for engineers has been studied in the last ten years. Largely absent, however, are studies featuring rigorous methods for assessing competencies specifically related to professional practice within the academic discipline. Discipline specific measures for assessing international engagement in engineering need wider implementation. Only one of the ABET EC2000 Criteria 3 student outcomes mentions the word 'global" explicitly, criteria h. However, the three others that are compatible with assessing global competency are c, j and k. Of these four criteria, two of these are hard, technical skills, and two are competencies related to profess...

Gaining International Competence: A Multi Faceted Approach To International Engineering Education

2005 Annual Conference Proceedings

In direct alignment with Accreditation Board for Engineering and Technology criteria to train engineers who should be globally competent, the International Programs in Engineering office in the College of Engineering at the University of Michigan has created a broad palette of international program activities that will engage both its undergraduate and graduate student populations to develop global skills. Programs range in duration from a few hours to the length of an academic career and include language learning and cross-cultural training. These programs are accompanied by a strategic marketing plan that has resulted in a steady increase in participation, with more graduates who are well-equipped to deal with the challenges posed by working in multinational corporations.

Cross-Cultural Competence: A Comparative Assessment of Engineering Students

As many recent reports and accreditation guidelines acknowledge, engineers are increasingly expected to work effectively across countries and cultures. This trend has helped establish and legitimate a mandate for providing more engineering students with educational experiences that enhance their global competency. However, there remain questions about what global competency means, and how it might develop and be assessed. This study addresses these themes by first arguing that cross-cultural competence is a key facet of global competency for engineers. It then presents an empirical study of US engineering students (n=147), using the Miville-Guzman Universality-Diversity Scale—Short form (MGUDS-S) to determine their openness to and appreciation of cultural diversity. An analysis of the dataset reveals significantly higher levels of cross-cultural competence among three groups of students opting into global engineering programs as compared to a baseline group of first-year students. Additionally, a pre/post-experience study focused on one of the global groups (n=55) indicates that an immersive research experience abroad significantly enhanced the cross-cultural competence of participating students. Also reported are variations in results based on factors such as gender and prior experience living abroad. The paper concludes by discussing some practical implications of our findings and opportunities for further research.

Stepping Outside the Box: Education of Global Engineers

2012 ASEE Annual Conference & Exposition Proceedings

Women in Science and Engineering (WISE) program within the Colleges of Engineering & Computer Science and Arts & Sciences at Syracuse University. Sharon came to the University with 25 years of practical and executive experience in social action venues and eight years in higher education settings. Her bachelor's and master's degrees are from the University at Albany in sociology and rehabilitation counseling respectively. In addition to managing programs in the academy, Alestalo has worked with adults with a variety of disabilities and with children and families in both service and administrative capacities. During this time, she has developed an expertise in girls and women's issues, cultural competency, managing not-for-profit agencies, and program development and evaluation.