Preparing for Student Success in Global Competency and Awareness

Patrick Tunno; Dr. Angela Rothrock; Robert J. Rabb; Christine B. Masters

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: International Division (INTL) Technical Session #1: Global Competency
Tagged Division: International Division (INTL)
Page Count: 12
DOI: 10.18260/1-2--43953
Permanent URL: https://strategy.asee.org/43953
Download Count: 138

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Paper Authors

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Patrick Tunno

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Patrick Tunno is the inaugural Director of Penn State’s Center for Global Engineering Engagement and an Associate Teaching Professor. He has overseen and continues to lead the development and expansion of diverse international initiatives. Under his leadership, the college has established an award-winning Global Engineering Fellows Program, launched Penn State’s first 3+1+1 program for international students to pursue a one-year master’s degree, and initiated new interdisciplinary faculty-led study abroad programs. Additionally, he has worked for the Federal government, served on foreign language faculty, and led multiple study abroad programs. Tunno earned an M.B.A. at SDA Bocconi University (Milan, Italy) and a Ph.D. from Penn State, with his research focused on the development of global competencies through study abroad programs.

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Dr. Angela Rothrock Pennsylvania State University

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Robert J. Rabb P.E. Pennsylvania State University

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Robert Rabb is the associate dean for education in the College of Engineering at Penn State. He previously served as a professor and the Mechanical Engineering Department Chair at The Citadel. He previously taught mechanical engineering at the United States Military Academy at West Point. He received his B.S. in Mechanical Engineering from the United Military Academy and his M.S.E. and PhD in Mechanical Engineering from the University of Texas at Austin. His research and teaching interests are in mechatronics, regenerative power, and multidisciplinary engineering.

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Christine B. Masters Pennsylvania State University

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Christine Masters is the Assistant Dean for Academic Support and Global Programs and a Teaching Professor in the Engineering Science and Mechanics Department at the Pennsylvania State University. In between raising 4 great kids with her husband of 35 years, she taught large enrollment statics and strength of materials courses for 12 years and has been leading the efforts focused on support, global engagement, and academic integrity as Assistant Dean since 2014.

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Abstract

Engineering student global awareness is qualitatively and quantitatively assessed in an engineering-specific preparation course through the undergraduate global engagement office at a large land-grant university. This course was designed to introduce students to global competencies, reflective practice, and foreign language for non-English speaking destinations. Data captured from several semesters indicates a positive trend of student satisfaction and increased competencies. This data is corroborated by identifying important connections between the preparation course content and professional application. This paper is a discussion of the impact of a pre-departure preparation course for study abroad experiences for engineering students. Although not a degree requirement at the institution, high-impact experiences, like study abroad, provide a real-world application of learned communicative strategies, reinforcing the skills needed to participate meaningfully in a professional community. Study abroad opportunities allow students to enhance their learning and problem-solving skills while partnering with scholars, students, and engineers conducting work and studies related to the institution’s curricula. The goal of the course is to enhance students’ confidence in their ability to successfully navigate diverse cultures and places, learning and applying the course content in a familiar setting before departing. Engineering students who implement some of the skills and content typically see an immediate return during the experience. The reflective final project that they complete once they return reinforces the awareness and skills that are a link between classroom theory and concepts and real-time impacts. Through a continuous improvement feedback model, this paper also seeks to identify the range of content that can be refined and leveraged for various locations. Quantitative results indicate that global/cultural skills are relevant immediately, requiring little reinforcement from other courses. This study provides a baseline of data and information to continue developing the pre-departure course and content. Using student- and faculty-derived data and reports, this paper identifies valuable global competency applications and existing student skill gaps. Student evaluations and reported experience are presented as data for course development, ensuring the course at the institution continues to adapt to engineering students’ evolving needs and opportunities.

Citation
Format

Tunno, P., & Rothrock, D. A., & Rabb, R. J., & Masters, C. B. (2023, June), Preparing for Student Success in Global Competency and Awareness Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43953

TY - CPAPER
AB - Engineering student global awareness is qualitatively and quantitatively assessed in an engineering-specific preparation course through the undergraduate global engagement office at a large land-grant university. This course was designed to introduce students to global competencies, reflective practice, and foreign language for non-English speaking destinations. Data captured from several semesters indicates a positive trend of student satisfaction and increased competencies. This data is corroborated by identifying important connections between the preparation course content and professional application. This paper is a discussion of the impact of a pre-departure preparation course for study abroad experiences for engineering students.

Although not a degree requirement at the institution, high-impact experiences, like study abroad, provide a real-world application of learned communicative strategies, reinforcing the skills needed to participate meaningfully in a professional community. Study abroad opportunities allow students to enhance their learning and problem-solving skills while partnering with scholars, students, and engineers conducting work and studies related to the institution’s curricula. The goal of the course is to enhance students’ confidence in their ability to successfully navigate diverse cultures and places, learning and applying the course content in a familiar setting before departing. Engineering students who implement some of the skills and content typically see an immediate return during the experience. The reflective final project that they complete once they return reinforces the awareness and skills that are a link between classroom theory and concepts and real-time impacts.

Through a continuous improvement feedback model, this paper also seeks to identify the range of content that can be refined and leveraged for various locations. Quantitative results indicate that global/cultural skills are relevant immediately, requiring little reinforcement from other courses. This study provides a baseline of data and information to continue developing the pre-departure course and content. Using student- and faculty-derived data and reports, this paper identifies valuable global competency applications and existing student skill gaps. Student evaluations and reported experience are presented as data for course development, ensuring the course at the institution continues to adapt to engineering students’ evolving needs and opportunities.
AU - Patrick Tunno
AU - Dr. Angela Rothrock
AU - Robert J. Rabb P.E.
AU - Christine B. Masters
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Preparing for Student Success in Global Competency and Awareness
UR - https://strategy.asee.org/43953
DO - 10.18260/1-2--43953
ER -