Global Competency: Are Engineering Students Ready?

Steven H. Billis; Nada Marie Anid; Marta A Panero

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: International Division Technical Session 9
Tagged Division: International
Page Count: 21
Page Numbers: 24.644.1 - 24.644.21
DOI: 10.18260/1-2--20535
Permanent URL: https://peer.asee.org/20535
Download Count: 381

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Paper Authors

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Steven H. Billis New York Institute of Technology

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Steven H. Billis, Ph.D, is professor of Electrical and Computer Engineering of the School of Engineering and Computing Sciences (SoECS) at New York Institute of Technology. He is also the Director of Assessment and Planning for the SoECS and in this regard responsible for accreditation and reaccreditation of the School's programs. he earned his Ph.D. from the Polytechnic Instiute of Brooklyn in 1972 in the area of Quantum Electronics. His present area of expertise is digital design.

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Nada Marie Anid New York Institute of Technology

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Nada Marie Anid, Ph.D., is the first female dean of NYIT's School of Engineering and Computing Sciences (SoECS). In this role, she oversees 77 engineering and computing sciences faculty members and approximately 1,700 graduate and undergraduate students at campuses located in Manhattan and Old Westbury, N.Y., the Middle East, and China. Her expertise is in Industry-academic partnerships; Entrepreneurship and Innovation; Emerging Technologies; Sustainability; Global Engineering Education; STEM K-12 Outreach.

Dr. Anid embraces NYIT’s forward-thinking and applications-oriented mission and is working on several strategic partnerships between the School of Engineering and the public and private sector, including the creation of the School’s first Entrepreneurship and Technology Innovation Center (ETIC) and its three labs in the critical areas of IT & Cyber Security, Bio-engineering and Health, and Energy and Green Technologies. She is a board member of several organizations including the Greater Long Island Clean Cities Coalition (GLICC), LISTnet, the Institute for Sustainability (IfS) of the American Institute for Chemical Engineers (AIChE), the Riverdale Conservancy, and the Environment and Public Health Network of Chinese Students and Scholars (ENCSS). Dr. Anid is a Program Evaluator for the Engineering Accreditation Commission of the Accreditation Board of Engineering and Technology (ABET), and holds leadership positions in AIChE, the New York Academy of Sciences, the American Society for Engineering Education (ASEE), the US Deans Engineering Council and its Public Policy Committee, among others. She earned her Ph.D. in environmental engineering from the University of Michigan (Ann Arbor), and bachelor’s and master’s degrees in chemical engineering from the Royal Institute of Technology (KTH-Stockholm). Prior to joining NYIT, she was chair and graduate program director of the Chemical Engineering Department at Manhattan College.

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Marta A Panero New York Institute of Technology

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Dr Panero is Director for Strategic Partnerships for the School of Engineering and Computing Sciences at New York Institute of Technology.

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Abstract

Global Competency: Are Engineering Students Ready?Abstract:Increasingly, successful entry into the technology professions requires students to have gained“global competency” or significant intercultural skills, in order for them to have efficient andproductive collaborations with colleagues from diverse backgrounds.In 2005, the University initiated a Master Strategic Plan, to establish overarching strategies toguide the University as it embarked on its next quarter century of operations. A key initiative ofthe Master Strategi c Plan was revisiting the core curriculum.The university’s “Discovery Core” curriculum was created to provide students with anoutcomes-oriented education that would prepare them for today’s workforce. It focuses onspecific foundations that are necessary for learning criteria and success in every profession,including skills in communications, critical and analytical thinking, an interdisciplinary mindset,ethical and civic engagement, knowledge of the arts and sciences and a global perspectivedefined as “students can identify interdependencies among cultures and are able to collaborateeffectively, participating in social and business settings globally”. All departments are expectedto reinforce these core competencies in the courses specific to their program.In engineering, global competency has never been an explicit Student Outcome (SO) of theABET criteria for any of the engineering programs, except in outcome (h): “The broad educationnecessary to understand the impact of engineering solutions in a global and societal context”.In a paper presented at the 2012 ASEE PSW Conference, Dianne J. DeTurris, took a broaderinterpretation of the familiar ABET SOs, “a to k”, to allow for an implicit recognition of thisgoal, if it took into account what forms of knowledge, sets of capabilities and learningexperiences are needed to prepare engineering students for work.This paper, will expand on her work and relate the global perspective core curriculum learningcriterion to an additional ABET engineering SO and base the assessment of this learningcriterion on the performance criteria of these SOs. It will also establish a set of “AppropriatePerformance Tasks, (APTs)” in specific courses to assess global competency. The paper alsocovers the indirect and direct assessment tools and rubrics used for this purpose and the results ofthe assessment of this learning criterion/outcome

Citation
Format

Billis, S. H., & Anid, N. M., & Panero, M. A. (2014, June), Global Competency: Are Engineering Students Ready? Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20535

TY  - CPAPER
AB  -               Global Competency: Are Engineering Students Ready?Abstract:Increasingly, successful entry into the technology professions requires students to have gained“global competency” or significant intercultural skills, in order for them to have efficient andproductive collaborations with colleagues from diverse backgrounds.In 2005, the University initiated a Master Strategic Plan, to establish overarching strategies toguide the University as it embarked on its next quarter century of operations. A key initiative ofthe Master Strategi c Plan was revisiting the core curriculum.The university’s “Discovery Core” curriculum was created to provide students with anoutcomes-oriented education that would prepare them for today’s workforce. It focuses onspecific foundations that are necessary for learning criteria and success in every profession,including skills in communications, critical and analytical thinking, an interdisciplinary mindset,ethical and civic engagement, knowledge of the arts and sciences and a global perspectivedefined as “students can identify interdependencies among cultures and are able to collaborateeffectively, participating in social and business settings globally”. All departments are expectedto reinforce these core competencies in the courses specific to their program.In engineering, global competency has never been an explicit Student Outcome (SO) of theABET criteria for any of the engineering programs, except in outcome (h): “The broad educationnecessary to understand the impact of engineering solutions in a global and societal context”.In a paper presented at the 2012 ASEE PSW Conference, Dianne J. DeTurris, took a broaderinterpretation of the familiar ABET SOs, “a to k”, to allow for an implicit recognition of thisgoal, if it took into account what forms of knowledge, sets of capabilities and learningexperiences are needed to prepare engineering students for work.This paper, will expand on her work and relate the global perspective core curriculum learningcriterion to an additional ABET engineering SO and base the assessment of this learningcriterion on the performance criteria of these SOs. It will also establish a set of “AppropriatePerformance Tasks, (APTs)” in specific courses to assess global competency. The paper alsocovers the indirect and direct assessment tools and rubrics used for this purpose and the results ofthe assessment of this learning criterion/outcome
AU  - Steven H. Billis
AU  - Nada Marie Anid
AU  - Marta  A Panero
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Global Competency: Are Engineering Students Ready? 
UR  - https://peer.asee.org/20535
DO  - 10.18260/1-2--20535
ER  -