Aditya Johri and Barbara M Olds, eds, Cambridge Handbook of Engineering Education Research, Cambridge University Press, 2014, ISBN: 978-1-107-01410-7

Cambridge Handbook of Engineering Education Research

Over the past decade, there has been a shift in science, technology, engineering and math education, especially in engineering, towards a competency‐based pedagogy. Competency‐based learning (CBL) is an outcome‐based, student‐centered form of instruction where students progress to more advanced work upon mastering the necessary prerequisite content and skills. Many articles have been published on the implementation of CBL in engineering higher education; however, the literature lacks a systematic review that summarizes prior work to inform both future research and practice.

A Review of Competency-Based Learning: Tools, Assessments, and Recommendations

The environmental engineering discipline has focused much of its historical efforts in developing regions of the world on advancing environmental sustainability through improving provision of water, sanitation, and hygiene (WASH) services. However, the skills and expertise that reside within the discipline of environmental engineering are fundamental to achieve a much broader range of sustainable development goals, including those related to health, climate, water, energy, and food security; economic development; and reduction of social inequalities. Accordingly, this article critically reviews several focus areas where environmental engineering should assume a more active presence in the global community that seeks to achieve sustainability in developing regions of the world. The 10 environmental engineering Grand Challenges for the developing world covered are: (1) understand the historical perspective of the discipline's connection with public health as the field transitions forward; (2) integ...

The Grandest Challenge of All: The Role of Environmental Engineering to Achieve Sustainability in the World's Developing Regions

1 Engineering graduates encounter worlds of professional practice that are increasingly global in character. This new reality poses challenges for engineering educators and employers, who are faced with the formidable task of preparing engineers to be more effective in diverse national and cultural contexts. In response, many commentators have proposed lists of attributes or competencies deemed important or even essential for global engineering work. However, such lists have tended to lack explicit grounding in empirical studies of engineering practice, including typical kinds of work situations and related behavioral requirements. As a step toward establishing a more robust definition and developmental theory of global engineering competency, this paper reports results from a wide-ranging literature review on engineering practice in global context. The findings are organized around three main contextual dimensions of global engineering competency: technical coordination; engineering cultures; and ethics, standards, and regulations. Particular efforts are made to relate our findings to prior discussions of what it means to be a globally competent engineer, while further illustrating each dimension by giving examples drawn from interviews with practicing engineers. The paper concludes with a review of ongoing and future work, including how our findings are inspiring creation of situational prompts and activities for both assessment and instructional uses.

/pdf/global-engineering-competency-in-context-situations-and-iveibkf97o.pdf

Global Engineering Competency in Context: Situations and Behaviors

Background It is increasingly acknowledged that technical expertise is not sufficient for engineers today, given the complex intercultural global contexts in which they are required to work. This article, therefore, examines how the concept of culture is typically operationalized in engineering education and discusses possible reasons for this approach. Purpose/Hypothesis The specific research question explored here is “How is culture conceptualized in engineering education?” Design/Method To examine this previously unasked question, a mixed‐methods methodology was developed, one that uses both quantitative and qualitative tools. More specifically, a corpus‐assisted discourse analysis of relevant engineering education articles published in leading academic journals between 2000 and 2015 was combined with a close reading of each and a critical discussion of two representative articles. Results Our findings reveal that, first, intercultural communication has not received the attention it deserves, given the multidisciplinary, diverse, global nature of the engineering profession. Furthermore, when intercultural concerns are discussed, the predominant approach is essentialist, meaning that culture is regarded as given (rather than constructed), framed in terms of differences between nations and potentially offering a causal explanation for individual behavior. This approach has been criticized for reinforcing stereotypical thinking and offering simplistic answers to complex problems. Conclusions We conclude by exploring reasons for the relatively wide‐spread acceptance of the “culture‐as‐given” approach in engineering education, then by urging educators to adopt a “small culture” approach for constructing culture in engineering, and finally by suggesting alternative ways for developing intercultural communicative competence.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/jee.20254

Which “culture”? A critical analysis of intercultural communication in engineering education

Responding to globalization trends, many engineering schools are internationalizing their courses and curricula to prepare graduates for careers that involve working across countries and cultures. As a 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.

/pdf/developing-globally-competent-engineering-researchers-3rqvn2ijev.pdf

Developing Globally Competent Engineering Researchers: Outcomes-Based Instructional and Assessment Strategies from the IREE 2010 China Research Abroad Program.

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Developing Globally Competent Engineering Researchers: Outcomes-Based Instructional and Assessment Strategies from the IREE 2010 China Research Abroad Program.