Integrating Global Systems Development Skills into the Engineering Curriculum

Arnold Neville Pears; Mats Daniels; Åsa Sofia Cajander

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Conference: 2014 ASEE International Forum
Location: Indianapolis, Indiana
Publication Date: June 14, 2014
Start Date: June 14, 2014
End Date: June 14, 2014
Conference Session: Track 3 - Session 1
Tagged Topic: Student Development
Page Count: 9
Page Numbers: 20.24.1 - 20.24.9
DOI: 10.18260/1-2--17187
Permanent URL: https://strategy.asee.org/17187
Download Count: 1841

Paper Authors

biography

Arnold Neville Pears Uppsala University orcid.org/0000-0002-5184-4743

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Arnold Pears received his BSc(Hons) in 1986 and PhD in 1994, both
from La Trobe University, Melbourne, Australia.
He occupied positions as lecturer and senior lecturer at La Trobe
University between 1991 and 1998. In 1999 he was appointed as senior lecturer at
Uppsala University, Sweden. He was awarded the Uppsala University Pedagogy
Prize in 2008, and appointed as Associate Professor of Computing
Education Research in May 2011. Roles at Uppsala University
include appointment to the University Academic Senate,
Programme Director for the IT Engineering programme, member
of the selection committee for the Uppsala University Pedgogy prize
and as member of the educational advisory board of the
Faculty of Technology and Natural Sciences.

He has a strong interest in teaching and
learning research in computer science and engineering, and leads the UpCERG
research group in computing and engineering education research at Uppsala University.
He has published more than 40 articles in the area internationally,
and is well known as a computing education
researcher through his professional activities in the ACM, and IEEE.
In the IEEE he serves as a member of the Board of Governors of the IEEE Computer
Society, where he is active in the Education Activities Board, serving also on
the steering committee of the Frontiers in Education Conference and as Chair of
the newly established Special Technical Community (STC) for Education.
In addition he is a Director of CeTUSS (The Swedish National Center for
Pedagogical Development of Technology Education in a Societal and
Student Oriented Context, www.cetuss.se) and the IEEE Education Society Nordic
Chapter.
He as a reviewer for a number of major journals and conferences, including
the Computer Science Education Journal (Taylor and Francis),
the ACM SIGCSE and ITiCSE
and Koli Calling International Computer Science Education conferences.

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biography

Mats Daniels Uppsala University

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Dr. Daniels is a member of Uppsala Computing Education Research Group (UpCERG) at the department of Information Technology, Uppsala University. He is primarily interested in the areas "Learning in international open ended group project settings" and "How to promote and assess professional skills". Mats is also Director of studies at the department.

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Åsa Sofia Cajander

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Abstract

Runestone project: Integrating Global Software Development Experience into the Engineering Curriculum. Anonymous review version February 8, 2014Educating the ”global engineer” has been identiﬁed as a priority by leadinginternational engineering organisations such as the Royal Academy of Engi-neering in the UK [1], and NSF in the USA [2], among others. While thecalls for changes in education to prepare the engineer of 2020 for the worldin which she will work have been strident, how should this be achieved inpractice?In this paper we describe and evaluate a curricular innovation which wehave been developing over the last decade, in which our Swedish studentswork in collaboration with students in Finland and China in a project basedlearning environment in an upper level subject. The goals is to help todevelop global engineering competencies and experience and appreciation forthe importance of these skille. The focus of the courses is on working in aninternational context, where the stress associated with completing a task ontime are combined with factors such as time-zone diﬀerences, the challengesof working in a foreign language with which no-one is expert, and culturaldiﬀerences in terms of work culture and community.The paper is structured as follows. We describe the curriculum in detail witha focus on instructional design and the challenges associated with assessingstudent engagement and development in the skills and competencies that thecourse aims to develop. An analysis of student reﬂections is presented which 1provides insight into what the students experience and how their awareness ofthe challenges of working in a global context develop throughout the course.Finally we draw conclusions on the strengths and weaknesses of our approach,and idenitfy areas for future exploration.References[1] Educating Engineers for the 21st Century, ser. ISBN 1-903-496-35-7. The Royal Academy of Engineering, 29 Great Peter Street, London, SW1P 3LW: Royal Academy of Engineering, 2007.[2] J. Grandin and E. Hirleman, “Educating engineers as global citizens: A call for action,” Report of the National Summit Meeting on the Globalization of Engineering Education, March 2009. [Online]. Available: http://globalhub.org/resources/799 2

Citation
Format

Pears, A. N., & Daniels, M., & Cajander, Å. S. (2014, June), Integrating Global Systems Development Skills into the Engineering Curriculum Paper presented at 2014 ASEE International Forum, Indianapolis, Indiana. 10.18260/1-2--17187

TY  - CPAPER
AB  -      Runestone project: Integrating Global   Software Development Experience into the            Engineering Curriculum.                      Anonymous review version                            February 8, 2014Educating the ”global engineer” has been identiﬁed as a priority by leadinginternational engineering organisations such as the Royal Academy of Engi-neering in the UK [1], and NSF in the USA [2], among others. While thecalls for changes in education to prepare the engineer of 2020 for the worldin which she will work have been strident, how should this be achieved inpractice?In this paper we describe and evaluate a curricular innovation which wehave been developing over the last decade, in which our Swedish studentswork in collaboration with students in Finland and China in a project basedlearning environment in an upper level subject. The goals is to help todevelop global engineering competencies and experience and appreciation forthe importance of these skille. The focus of the courses is on working in aninternational context, where the stress associated with completing a task ontime are combined with factors such as time-zone diﬀerences, the challengesof working in a foreign language with which no-one is expert, and culturaldiﬀerences in terms of work culture and community.The paper is structured as follows. We describe the curriculum in detail witha focus on instructional design and the challenges associated with assessingstudent engagement and development in the skills and competencies that thecourse aims to develop. An analysis of student reﬂections is presented which                                     1provides insight into what the students experience and how their awareness ofthe challenges of working in a global context develop throughout the course.Finally we draw conclusions on the strengths and weaknesses of our approach,and idenitfy areas for future exploration.References[1] Educating Engineers for the 21st Century, ser. ISBN 1-903-496-35-7. The    Royal Academy of Engineering, 29 Great Peter Street, London, SW1P    3LW: Royal Academy of Engineering, 2007.[2] J. Grandin and E. Hirleman, “Educating engineers as global citizens:    A call for action,” Report of the National Summit Meeting on the    Globalization of Engineering Education, March 2009. [Online]. Available:    http://globalhub.org/resources/799                                     2
AU  - Arnold Neville Pears
AU  - Mats Daniels
AU  - Åsa Sofia Cajander
CY  - Indianapolis, Indiana
DA  - 2014/06/14
PB  - ASEE Conferences
TI  - Integrating Global Systems Development Skills into the Engineering Curriculum
UR  - https://strategy.asee.org/17187
DO  - 10.18260/1-2--17187
ER  -