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|\n|  |  |  |  |  |\n\nVOLUME 4 NUMBER 1 – wiNtER 2014  \nDeveloping Globally Competent Engineering Researchers: Outcomes-Based instructional and Assessment Strategies from the iREE 2010 China Research Abroad Program  \nBRENT K. JESIEK  \nYATING HALLER  \nAND  \nJULIA THOMPSON Purdue University West Lafayette, IN  \nABSTRACT  \nResponding to globalization trends, many engineering schools are internationalizing their coursesand curricula to prepare graduates for careers that involve working across countries and cultures. Asa result, both students and staff are looking beyond study abroad to international work, research, and service learning opportunities as alternate pathways for high-impact experiential learning in global context. However, such programs can also pose unique challenges related to preparing students for professional practice abroad and systematically evaluating program outcomes and impacts among students and other stakeholders. This paper responds to these challenges by reporting on International Research and Education in Engineering (IREE) 2010 China, a summer engineering research abroad program. It describes orientation strategies designed to improve student readiness for global practice, and presents mixed-method assessment methods and results for global engineering competency and other key learning outcomes. The main audience for this paper includes faculty and staff who develop and support global learning experiences in engineering and other professional degree programs.  \nKey Words: experiential learning, global engineering education, global competency  \nINTRODUCTION  \nOver the last decade, international education has gained significant prominence and visibility in many professional schools, in part reflecting broader globalization dynamics and increasing  \nWINTER 2014 1  \nadvances in engineering education  \ndeveloping globally competent engineering researchers  \ndemand for a globally competent workforce. Bousquet (2003), for example, summarizes internationalization trends and drivers in schools of business, engineering, and medicine, while Ferguson (2010) documents similar movements in law schools. Nonetheless, there remain many challenges associated with expanding participation in global education programs among students pursuing professional degrees. In fact, NAFSA: Association of International Educators has identified “science and technology majors” and “students from professional schools” as among populations of special interest in ongoing efforts to scale up education abroad (NAFSA, n. d. ; Anderson, 2009) . Specific difficulties faced by these groups include fitting study abroad and related coursework into already full schedules, transferring academic credit from institutions abroad, a lack of support from faculty and administrative staff, and weak connections between professional schools in the U. S. with their counterpart institutions abroad (Bousquet, 2003) .  \nSimilar patterns are evident in the field of engineering education. For more than a decade, many influential stakeholders have argued that global competency is crucial for cultivating a new generation of “global engineers” who are ready to work an increasingly diverse, interconnected, and rapidly changing world (e. g., Boeing, 1997; Wulf, 2003; Katehi, 2005; Sigma Xi, 2007; Grandin & Hirleman, 2009) . Yet as many of these same reports explain, most degree courses and programs fail to produce truly global engineers, leading the authors to call for reforms. Parkinson (2007) has estimated that only about 7. 5% of engineering students study abroad, while Shuman adds that just 10-15% of engineering schools are taking global education seriously (Bremer, 2008) . Another group of reformers noted the lack of a widespread tradition of “sending engineers to study or work abroad,” and they went on to identify sixteen contemporary obstacles to scaling up global engine","cbCaioahJfmExTQW","https://ap.wps.com/l/cbCaioahJfmExTQW","pdf",1279868,31,"English","# Developing Globally Competent Engineering Researchers\n## Introduction\n## International Research and Education in Engineering (IREE) 2010 China\n## Orientation and Readiness for Global Practice\n## Mixed-Method Assessment and Outcomes","[{\"question\":\"What problem does the paper address about global engineering education programs?\",\"answer\":\"It focuses on challenges in preparing students for professional practice abroad and on systematically evaluating program outcomes and impacts among students and other stakeholders.\"},{\"question\":\"What program is reported in the paper?\",\"answer\":\"The paper reports on International Research and Education in Engineering (IREE) 2010 China, a summer engineering research abroad program.\"},{\"question\":\"Which assessment approach and learning outcomes are presented?\",\"answer\":\"It presents mixed-method assessment methods and results for global engineering competency and other key learning outcomes.\"}]","Advances in Engineering Education - Volume 4 - Winter 2014 | PDF",1792065638,78]