Cultivating global mindsets without leaving campus: Building interculturally competent engineer

Render, Darshini; Jimenez-Useche, Isabel; Calahan, Charles A.

doi:10.1109/fie.2017.8190698

Cited by 5 publications

(3 citation statements)

References 8 publications

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“…Second, it is possible that changes in the assignment content throughout the course presented more opportunities for students to explore international challenges independently and therefore may have peaked their interests and awareness. In either case, these findings indicate that we were able to provide experiences that improved students' global engineering competency without traveling, supporting earlier work on this topic but extending it to learning in a virtual environment (e.g., Davis & Knight, 2018;Render et al, 2017;Soria & Troisi, 2014).…”

Section: Discussionsupporting

confidence: 79%

Developing Global Competency Virtually: Student Experiences in a Global Program That Transitioned Online due to the COVID-19 Pandemic

et al. 2022

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This paper discusses a global program for first-year engineering students that typically combines a spring semester course with an international module in the summer. This year, due to the COVID-19 global pandemic, the course component of the program was redesigned for the post-COVID environment. The purpose of this paper is to present the decisions made during this process and explore their outcomes through analysis of students’ feedback and global competence survey results. Four major decisions shaped the program redesign by balancing the desire for students to develop global competence with the acknowledgement that student motivation and energy would be impacted by the lack of travel and COVID-19. Data from students’ responses on assignments, survey administration and teaching evaluations were analyzed to understand student experiences after the program redesign. Results from our analysis show students were able to develop global competence without international travel. Implications from the results and next steps are discussed in this paper.

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Section: Discussionsupporting

confidence: 79%

Developing Global Competency Virtually: Student Experiences in a Global Program That Transitioned Online due to the COVID-19 Pandemic

et al. 2022

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“…This study classifies intercultural communication ability, global awareness, and global vision as international abilities. Global vision requires students to be able to think and deal with problems from the perspective of global industrial development and seek opportunities for international development in a complex and changing international environment [ 96 , 97 ]. Global awareness is a habit of mind that focuses on understanding and grasping the trends of the times [ 98 ].…”

Section: A Priori Model and Hypothesesmentioning

confidence: 99%

Testing the Effects of the Digital Linguistic Landscape on Engineering Education for Smart Construction

Lin

Zhang

Yin

et al. 2022

Computational Intelligence and Neuroscience

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This study investigates the mechanism of digital linguistic landscapes in enabling engineering education for smart construction according to the educational dimensions of A (ability), S (skill), and K (knowledge). A questionnaire survey was conducted based on the core concepts of the informative dimension and symbolic dimension in digital language landscape as well as the ability dimension, knowledge dimension, and skill dimension in engineering education. Structural equation modeling (SEM) was used as the test method. The results of the research demonstrate that the informative dimension and symbolic dimension are two main aspects of DLL in education of engineering students for smart construction. Additionally, DLL has a significant positive impact on the ability, knowledge, and skill education of engineering students for smart construction. The research has theoretical and practical significance, as it not only enriches research on the relationship between DLL and engineering education for smart construction but also expands the theoretical understanding of engineering education from the perspective of linguistics. Furthermore, the study explores the path of the practical application of digital language landscape to engineering education for smart construction.

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“…Global mindsets and intercultural awareness are critical to understanding and designing for, diversity and equitable technology outcomes (Lee et al, 2012). While they are most associated with study abroad opportunities, global mindsets can be cultivated in engineering courses without traveling from campus settings by implementing cross-cultural dialogues, reflection activities, and individual mentoring Render et al (2017). In that work, Render et al (2017), demonstrated a significant increase in Intercultural Development Inventory (IDI) scores in a pre/post-test design over a one-year pilot program with undergraduate engineering students.…”

Section: Related Workmentioning

confidence: 99%

Work in Progress: Engineering Health Equity: Perspective and Pedagogy of Interdisciplinary Teaching and Learning and Impact on Learners’ Social Identity

Serrano,

Rodriguez,

Guberman

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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This research explored the beliefs related to the health disparities, systems, and innovation of honors/engineering students enrolled in a course on Health Equity. This course aims to bring together undergraduate students across disciplines from engineering, public health, pharmacy, anthropology, sociology, and other social and basic sciences to learn from each other through co-designing solutions to address health disparities. The Global Learning Short Scale Plus (G.L.S 2+ ) was used to assess students' beliefs related to global self awareness, cultural diversity, personal and social responsibility, understanding global systems, and applying knowledge to the contemporary global context. Qualitative and quantitative analyses showed Personal and Social Responsibility was a predominant factor influencing students' beliefs. Numerous experiences were identified as drivers of involvement or action with an interest in the global systems' factors.

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Cultivating global mindsets without leaving campus: Building interculturally competent engineer

Cited by 5 publications

References 8 publications

Developing Global Competency Virtually: Student Experiences in a Global Program That Transitioned Online due to the COVID-19 Pandemic

Developing Global Competency Virtually: Student Experiences in a Global Program That Transitioned Online due to the COVID-19 Pandemic

Testing the Effects of the Digital Linguistic Landscape on Engineering Education for Smart Construction

Work in Progress: Engineering Health Equity: Perspective and Pedagogy of Interdisciplinary Teaching and Learning and Impact on Learners’ Social Identity

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