Think Global, Act Global - for Engineering Problems and Solutions

The discipline of engineering and technology is no longer an isolated field of human activities and the future role of engineering demands that social, ethical and cultural aspects should be added to the technical dimension of engineering education. In this age of globalization, engineers should have deeper concepts, wider views, more skills, and integrated tools to meet the challenges of the expanding spheres of knowledge and the challenges of globalization. Effective and transformative global learning offers students meaningful opportunities to analyze and explore complex global challenges, collaborate respectfully with diverse others, apply learning to take responsible action in contemporary global contexts, and evaluate the goals, methods, and consequences of that action. Global learning enhance students\u27 sense of identity, community, ethics, and perspective-taking. Global learning is based on the principle that the world is a collection of interdependent yet inequitable systems and that engineering education has a vital role in expanding knowledge of human and natural systems, privilege and stratification, and sustainability and smart development to foster individuals\u27 ability to advance technology application, equity and justice at home and abroad. ENTC 4600: Technical Practicum is a senior level required capstone design course offered by the department of engineering technology, surveying and digital media. This course is offered every semester and requires the student to synthesize and apply subject matter studies in previous required courses and apply them to a realistic problem solving effort. In the Fall 2013, the ENTC 4600 course\u27s learning outcomes were modified to infuse global perspectives of engineering problems and solutions. In that semester, students explored international markets mainly developing countries, identified an engineering and technology related problem with the collaboration of a focus group (consists of international students), and then designed and developed a solution to mitigate the problem. It was anticipated that the students would learn about international business environment, cross cultural elements of engineering problems, and sustainable solutions. Students learning outcomes were evaluated using pre and post survey, focus group\u27s evaluation, and peer evaluation. A sensitivity analysis was also conducted to justify effectiveness of new learning outcomes. All students agreed that the course project increased their knowledge and skills to solve engineering problems in global settings. About 92% students responded that the project increased their interest about different cultures and multi-perspective analysis, and 72% students, up 52% from pre-survey, said that the project was helpful understanding engineering and technology related practices, standards, specifications, safety outside USA. This paper presents effectiveness of proposed course modifications and engaging international students with American students as a method to teach global skills. The paper summarizes course preparation, organization, challenges, and opportunities to enhance global education experiences for engineering technology students which can be transmitted in other areas