Rising Sophomore Abroad Program: A Model for Professional Formation of Globally Competent Engineers

Ogilvie, Andrea M.; Knight, David B.; Long, Thomas Carl; Adams, Stephanie G.; Amelink, Catherine T.; Sanderlin, Nicole

doi:10.18260/p.24685

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…The course syllabus and a sample itinerary can be found in Appendices A and B. Further description of the design and assessment of the RSAP program is available in other publications about the program (e.g., Knight, Davis, Kinoshita, Soledad, & Grohs, 2017;Ogilvie et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Impact of a Global Engineering Course on Student Cultural Intelligence and Cross-Cultural Communication

Davis¹,

Knight²

2018

JIEE

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Cultural intelligence has been referred to using many different terms, including global competence, intercultural sensitivity, and cross-cultural communication. In our study we use Ang et al.'s (2007) definition for this construct: "an individual's capability to function and manage effectively in culturally diverse settings" (p. 336). Although several models have been developed to describe this concept (e.g., Bennett, 1986; King & Baxter Magolda, 2005), there are commonalities between them. Many of these models describe a developmental framework where individuals move from earlier to later stages across multiple dimensions of development. These dimensions represent different types of development that combine together to describe a larger construct, allowing for the possibility that individuals may develop along dimensions at different rates (Evans, Forney, Guido, Patton, & Renn, 2010). The current study adopts this developmental perspective on cultural intelligence and measures four different dimensions: Cognitive, Meta-Cognitive, Behavioral, and Motivational. The Cognitive dimension addresses the "knowledge" component of cultural intelligence. Building this knowledge involves developing an awareness of cultural norms, practices, and conventions (Ang et al., 2007). Understanding both the common behaviors of another culture and reasons for these behaviors can improve an individual's ability to interact successfully and respectfully within that culture (Brislin, Worthley, & McNab, 2006). The Meta-Cognitive dimension considers the mental processes used to expand one's cultural understanding. Part of developing cultural intelligence is monitoring and adjusting mental models surrounding cultural norms and practices (Ang et al., 2007). Providing training with reflective prompts to prepare students for interactions that include cultural differences can help individuals begin to develop this skill (Triandis, 2006). The Behavioral dimension describes the ability of an individual to practice appropriate actions when interacting with another culture. Both verbal and non-verbal aspects of behavior are important in adjusting to different cultural settings (Ang et al., 2007). Learning such behavior often requires a combination of training and experience in which individuals actually interact in cross-cultural situations (Triandis, 2006). The Motivational dimension captures the energy an individual devotes to learning about cultural differences and how to work across them (Ang et al., 2007). The magnitude of this energy relates to their expectation of succeeding and value for achievement of a specific task (Eccles & Wigfield, 2002). Thus, an individual's motivational cultural intelligence connects to both their interest and confidence in interacting across cultures.

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Section: Introductionmentioning

confidence: 99%

Impact of a Global Engineering Course on Student Cultural Intelligence and Cross-Cultural Communication

Davis¹,

Knight²

2018

JIEE

Self Cite

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“…Because evidence of validity is still being collected for the SJT instruments, there are few examples of their use in assessing global engineering programs, although one global program has used an early version of a scenario in their program assessment plan (Knight et al, 2017; Ogilvie et al, 2015). Jesiek et al (2020) collected initial evidence of validity for the China SJT when they administered the China SJT to practicing engineers along with related instruments intended to serve as proxy measures of similar competencies and obtained preliminary evidence of criterion validity.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring scenario‐based assessment of students' global engineering competency: Building evidence of validity of a China‐based situational judgment test

Davis,

Jesiek,

Knight

2023

J of Engineering Edu

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BackgroundEngineers operate in an increasingly global environment, making it important that engineering students develop global engineering competency to prepare them for success in the workplace. To understand this learning, we need assessment approaches that go beyond traditional self‐report surveys. A previous study (Jesiek et al., Journal of Engineering Education 2020; 109(3):1–21) began this process by developing a situational judgment test (SJT) to assess global engineering competency based in the Chinese context and administering it to practicing engineers.PurposeWe built on this previous study by administering the SJT to engineering students to explore what prior experiences related to their SJT performance and how their SJT performance compared with practicing engineers' performance on the SJT.MethodEngineering students completed a survey including the SJT and related self‐report survey instruments. We collected data from three groups of students: those who had studied abroad in China; those who had studied abroad elsewhere; and those who had not studied abroad.ResultsWe found that students' SJT performance did not relate to their scores on the self‐report instruments, but did relate to their participation in study abroad programs. The students also performed better on the SJT when compared to the practicing engineers.ConclusionsOur results highlight the need to use multiple forms of assessment for global engineering competence. Although building evidence for the validity of the Global Engineering Competency China SJT is an ongoing process, this data collection technique may provide new insights on global engineering competency compared to traditionally used assessments.

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“…This includes the need to evaluate and understand students' experiences to harmonize the benefits rhetoric and program expectations with the reality of students' experiences [10]. Most engineering education research regarding study abroad has focused on understanding how effective the programs are on developing global engineering competencies and on all the different types of learning gains [11]- [15]. Understanding the experiences of diverse students that participate in study abroad is vital to improving such programs.…”

Section: Introductionmentioning

confidence: 99%

Study Abroad While Studying Abroad: International Students’ Participation in the RSAP Study Abroad Program

Woods,

Murzi,

Chowdhury

et al.

2021 ASEE Virtual Annual Conference Content Access Proceedings

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is also a Graduate Teaching Assistant for the Graduate School Certificate Course-Preparing the Future Professoriate. He has a Master in Educational Foundations and Management and a Bachelor in Sociology. His dissertation research focuses on employing assets-based frameworks to explore the lived experiences of foreign-born Black students in the STEM fields at PWIs, specifically Black Sub-Saharan African-born graduate students.

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Rising Sophomore Abroad Program: A Model for Professional Formation of Globally Competent Engineers

Cited by 3 publications

References 8 publications

Impact of a Global Engineering Course on Student Cultural Intelligence and Cross-Cultural Communication

Impact of a Global Engineering Course on Student Cultural Intelligence and Cross-Cultural Communication

Exploring scenario‐based assessment of students' global engineering competency: Building evidence of validity of a China‐based situational judgment test

Study Abroad While Studying Abroad: International Students’ Participation in the RSAP Study Abroad Program

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