Identifying Factors That Enhance Undergraduate Engineering Students’ Global Preparedness

• DOI: 10.18260/p.24211
• Publication Date: 2015-07-08T20:07:01Z
• Authors: Svetlana Levonisova; Rachel Savage; Scott Streiner; Erin McCave; Gisele Ragusa; Cheryl Matherly; Lisa Benson; Mary Besterfield-...; Larry Shuman
• Keywords: Preparedness

Abstract (Session Topics Preferences: Comparison and Assessment of Various Study Abroad Models inAchieving Global Competencies; Preparing Engineering Students For International Practice;Engineering Education Responses to Challenges) Identifying Factors That Enhance Undergraduate Students’ Preparedness As the nature engineering work grows increasingly more global, both academic industry stakeholders have widely acknowledged necessity for graduates effectively with peers from diverse national cultural backgrounds. a consequence, U.S. programs endeavor infuse global perspectives experiences into curricula through variety approaches including co-curricula activities. Although there are evident trends that education seeks foster students’ preparedness, research has not yet provided evidence regarding attributes produce globally prepared engineer, or about types programmatic components learning best promote preparation students workforce. The present paper is part larger effort address these issues. It offers findings second phase multi-university project funded by National Science Foundation inquires how (both co- extra-curricular) contribute preparedness. Specifically, this draws on mixed-methods quasi-experiment conducted among our three collaborating schools in Spring 2014 aimed at delineating pedagogical associated study tested two hypotheses. First, international student outcomes. Second, particular used established assessment instruments, Perspective Inventory (GPI) Index (EGPI) measuring outcomes related learning. We investigated samples senior institutions, who had previously engaged an school-based experience. In addition, each site recruited comparison set such experience third sample incoming freshmen without provide baseline. Results broaden knowledge base contextual factors particular, they offer community insight their defining parameters, potentially relate