How one institution provides a global perspective for engineers

Mello, Natalie

doi:10.1109/fie.2001.963990

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…At Old Dominion University, the cluster of courses designed to help prepare engineers for global work includes "Communications across Cultures" [5]. The Global Perspective Program at Worcester Polytechnic Institute, which stands out by providing an international experience for the majority of its graduates, includes as a key evaluation criterion for student re ports, "Exposure to Global Issues and/or Foreign Cultures" [6][7][8]. The Program in Global Engineering at the University of Michigan includes among its main objectives "to appreciate people, culture, and engineering practices of other nations" and "to develop students' capacities for intercultural sensitivity" [9].…”

Section: Introductionmentioning

confidence: 99%

The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently

Downey

Lucena

Moskal

et al. 2006

Journal of Engineering Education

371

285

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This paper offers and tests an approach to conceptualizing the global competency of engineers. It begins by showing that the often-stated goal of working effectively with different cultures is fundamentally about learning to work effectively with people who define problems differently. The paper offers a minimum learning criterion for global competency and three learning outcomes whose achievement can help engineering students fulfill that cri terion. It uses the criterion to establish a typology of established methods to support global learning for engineering students. It introduces the course, Engineering Cultures, as an example of an integrated classroom experience designed to enable larger num bers of engineering students to take the critical first step toward global competency, and it offers a test application of the learning criterion and outcomes by using them to organize summative assessments of student learning in the course.

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Section: Introductionmentioning

confidence: 99%

The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently

Downey

Lucena

Moskal

et al. 2006

Journal of Engineering Education

371

285

View full text Add to dashboard Cite

show abstract

“…From many practice reviews and literature studies on global competency for engineers [2], [5]- [7], GECE has recognized that an appreciation for other people and culture, and awareness of global issues and social consideration in decision making is prerequisite for becoming globally competent engineering professionals. Thus, GECE global education program devotes more attention to key areas of concern such as global leadership, engineering communication, professional ethics, and liberal studies, in which socio-economic issues that bear on engineering and technology are investigated.…”

Section: Global Competencymentioning

confidence: 99%

Integrating global education program into engineering curriculum: Developing global engineering education program at GECE

Choi

Hong

et al. 2012

Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2012

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This paper aims to detail a range of collaborative global education programs developed by Global Education Center for Engineers (GECE) hosted by Seoul NationalUniversity. These schemes have been developed to cultivate global mindset of engineering students and to exploit synergies among partner universities. The paper describes the organization and delivery of GECE education programs since 2010. This scheme is original in its focus on aim of embracing global mindset of engineering students with diverse backgrounds, and operational models. It is believed that the paper presents a useful model for those seeking to implement similar collaborative global education programs. Since GECE has been offering courses from 2010, there are yet limited numbers of the participating students who have completed a considerable number of GECE courses at this stage. Thus, it has not, as yet, been possible to complete a longitudinal nor comparative survey to consider the impact of these programs on global mindset. These analyses will be reported in subsequent papers.

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“…A heightened sense of selfknowledge and awareness of their place in the world is an attribute that every student returns with to campus, along with increased awareness of international issues never contemplated before. " 9 This exercise, like WPI"s interface, is designed to give the students an awareness of their place in the world and their ability to make a difference.…”

Section: What Are Some Global Problems Facing the 21 St Century? Which Ones Can Engineers Help To Solve?mentioning

confidence: 99%

Intercultural Communication: A New Competency for the Global Engineer

Scott¹

2012 ASEE Annual Conference &Amp; Exposition Proceedings

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While in the past an engineer was defined almost solely by his or her technical competencies, today it is largely recognized that engineers need soft skills and other "non-technical" competencies that contribute to an effective and optimal engineering design process. Written and oral communications skills, teamwork, marketing, leadership and project management skills have long been recognized as valuable traits. This paper asserts, as a result of globalization and the overall expansion of engineering industries across international borders, that there is a need for a new, non-technical competency for engineering students in intercultural communication.Engineering educators should include this competency in curriculum in order to educate our students as global citizens who are capable of working tactfully, graciously, and effectively in international settings.While other educators have found bases for courses and modules that address intercultural communication for the engineer working with other engineers, this paper outlines a tactic for the development of a broader scope of awareness. Engineers don"t need to communicate just with other engineers internationally. They need to communicate with the taxi driver and the concierge; they need to know what time it is and when to be there; how their appearance and gestures are perceived, and all manner of other types of verbal and non-verbal communication beyond technical discussions. The following paper outlines a strategy for implementation of a module on intercultural communication in an engineering curriculum that is not just about engineers and engineers, but about engineers and everyone else. This module not only serves to bring awareness of outside cultures but it gets students thinking about the accuracy of perceptions of their own culture and how they would advise someone coming into their culture. Finally, while this module is largely about differences, the ultimate goal is that students identify the sameness of the human condition that binds all cultures. This realization is ultimately the bond that creates the most meaningful relationshipsprofessional or otherwise. The paper represents the onset of a research initiative with the author"s university. It presents a completed Introduction and Part I.

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How one institution provides a global perspective for engineers

Cited by 6 publications

References 7 publications

The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently

The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently

Integrating global education program into engineering curriculum: Developing global engineering education program at GECE

Intercultural Communication: A New Competency for the Global Engineer

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