TOWARD 100% GLOBAL COMPETENCY:
CHALLENGES AND OPPORTUNITIES
18
thAnnual Colloquium on International Engineering Education
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Calls to prepare U.S. engineers for international/global work can
be traced back to at least the 1940s and 1950s
•
Discussions intensify in the 1990s and 2000s, primarily driven
by globalization trends and concerns about competitiveness
– Manifesto for Global Engineering Education
(RPI/Boeing, 1997)
– Engineer of 2020
(NAE, 2005)
– In Search of Global Engineering Excellence
(GEEI and Continental AG, 2006)
– Embracing Globalization: Assuring a Globally Engaged…
(Sigma Xi, 2007)
– Engineering for a Changing World
(Duderstadt, 2008)
– The Newport Declaration
(Grandin, Hirleman, et al., 2008)
– The Global Engineer: Incorporating Global Skills…
(UK EAP/IOE, 2008)
Signed by Deans of more than 120 U.S. engineering schools, the recent
letter
Educating Engineers to Meet the Grand Challenges
(NAE, 2015)
commits to providing more undergraduate engineering students with:
• “A creative learning experience connected to the Grand Challenges”
• “Authentic experiential learning with clients and mentors that
includes interdisciplinary experience”
• “Entrepreneurship and innovation experience”
•
“Global and cross cultural perspectives gained through experiences
that promote involvement with globally complex issues in
unfamiliar environments, such as semester abroad”
•
Current data suggests considerable potential for growing the number
of engineering students participating in all kinds of global learning
•
In a 2008 article, Shuman estimates that only about 10-15% of all U.S.
engineering schools are taking global education seriously
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Newport Declaration (2008) identifies sixteen barriers to expanding
global learning opportunities in engineering schools, including:
- Lack of tradition
- Lack of faculty/staff/dept support
- Curricular rigidity
- Lack of language and cultural skills
- Disconnects w/job recruiters - Student interest and finances
•
What about on-campus global learning? Anecdotal evidence suggests
similar or even bigger challenges to growth given a general lack of:
- Global engineering courses
- Global themes in technical courses
- Minor or certificate programs - Specialized ABET criteria
Global Competency Task Force
(formed Fall 2014; active Spring 2015 to present)
Task Force Members
•
Eckhard Groll, ME/OPP (Co-Chair)
•
Brent Jesiek, ENE/ECE/GEP (Co-Chair)
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Mike Brzezinski, International Programs
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Jeff Gray, ECE
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Sara McComb, Nursing/IE
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Zoltan Nagy, ChE
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Arvind Raman, ME/GEP (Ex Officio)
Global Competency Task Force
(formed Fall 2014; active Spring 2015 to present)
Mission
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Develop a College-level definition of global competency that:
– is aligned with other university- and college-level initiatives, including
Purdue Moves, embedded outcomes, CoE strategic plan, Engineer of 2020
– Is tailored to the unique context of engineering education and practice
•
Propose a resource-effective strategy to ensure minimum global
competence for all engineering students, including a plan for
implementation, assessment strategies, budget, and timeline
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Make specific recommendations to create new and/or expand
existing global learning opportunities in the College
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Deliver a final report and set of recommendations to the Dean
Global Competency Pyramid
Global Competency Pyramid
Version 3
Draft Learning Outcome:
“An ability to work effectively with
colleagues across national,
cultural, and ethnic boundaries.”
Global Competency Pyramid
Version 3
Draft Learning Outcome:
“An ability to work effectively with
colleagues across national,
cultural, and ethnic boundaries.”
Intercultural Communication Intercultural Knowledge Intercultural Development Intercultural Effectiveness
Pathways for Global Learning
Experiential/Going Abroad
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Global Service Learning*
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Global Research Experience
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Global Work Experience
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Study Abroad – Short-term
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Study Abroad – Long-term
Curricular/On Campus
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General Ed. Requirements
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Free/Unrestricted Electives
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Embedded Outcomes
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Professional Seminar Courses
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Global Learning Community
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Co/Extracurricular Activities*
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Engineering Courses
–
Course modules, assignments
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Team/group assignments
–
Capstone projects
–
Labs
Other Curricular Elements
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Global Credits
(akin to Honors Credits)
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Certificates and Minor
Broadly, have 100% of students participating in at least 1-2
targeted interventions every year while at Purdue.
Broadly, have 100% of students participating in at least 1-2
targeted interventions every year while at Purdue. Specifically:
• Increase number of first-year engineering students who have at least one experience working on a diverse multi-national/cultural project team from current level of about 75% to 95% or greater.
• Increase coverage of intercultural effectiveness and related topics to 100% of all professional seminar courses offered across the College of Engineering.
• Provide diverse teaming experiences and/or exposure to intercultural
effectiveness and related topics in at least 33% of core engineering courses.
• At least 50% of students completing senior/capstone projects will work as members of diverse multi-national/cultural teams, and/or work on projects with global/international design dimensions.
• Increase participation in off-campus global programs (i.e., those involving study, research, work, and service abroad) from 22% to at least 33%.
Broadly, have 100% of students participating in at least 1-2
targeted interventions every year while at Purdue. Specifically:
• Increase number of first-year engineering students who have at least one experience working on a diverse multi-national/cultural project team from current level of about 75% to 95% or greater.
• Increase coverage of intercultural effectiveness and related topics to 100% of all professional seminar courses offered across the College of Engineering.
• Provide diverse teaming experiences and/or exposure to intercultural
effectiveness and related topics in at least 33% of core engineering courses.
• At least 50% of students completing senior/capstone projects will work as members of diverse multi-national/cultural teams, and/or work on projects with global/international design dimensions.
• Increase participation in off-campus global programs (i.e., those involving study, research, work, and service abroad) from 22% to at least 33%.
Years
1
Broadly, have 100% of students participating in at least 1-2
targeted interventions every year while at Purdue. Specifically:
• Increase number of first-year engineering students who have at least one experience working on a diverse multi-national/cultural project team from current level of about 75% to 95% or greater.
• Increase coverage of intercultural effectiveness and related topics to 100% of all professional seminar courses offered across the College of Engineering.
• Provide diverse teaming experiences and/or exposure to intercultural
effectiveness and related topics in at least 33% of core engineering courses.
• At least 50% of students completing senior/capstone projects will work as members of diverse multi-national/cultural teams, and/or work on projects with global/international design dimensions.
• Increase participation in off-campus global programs (i.e., those involving study, research, work, and service abroad) from 22% to at least 33%.
Years
3
Broadly, have 100% of students participating in at least 1-2
targeted interventions every year while at Purdue. Specifically:
• Increase number of first-year engineering students who have at least one experience working on a diverse multi-national/cultural project team from current level of about 75% to 95% or greater.
• Increase coverage of intercultural effectiveness and related topics to 100% of all professional seminar courses offered across the College of Engineering.
• Provide diverse teaming experiences and/or exposure to intercultural
effectiveness and related topics in at least 33% of core engineering courses.
• At least 50% of students completing senior/capstone projects will work as members of diverse multi-national/cultural teams, and/or work on projects with global/international design dimensions.
• Increase participation in off-campus global programs (i.e., those involving study, research, work, and service abroad) from 22% to at least 33%.
Years
1
Curricular Integration
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Purdue Embedded Outcomes
– Communication
– Ways of Thinking
– Interpersonal Skills and Intercultural Competence