Developing Global Competency Virtually: Student Experiences in a Global Program That Transitioned Online due to the COVID-19 Pandemic

Authors

  • Tawni Paradise Virginia Tech
  • Tahsin Chowdhury Virginia Tech
  • Kirsten Davis Purdue University
  • Homero Murzi Virginia Tech
  • Michelle Soledad Virginia Tech

DOI:

https://doi.org/10.36366/frontiers.v34i2.592

Keywords:

international programs, undergraduate, online

Abstract

This paper discusses a global program for first-year engineering students that typically combines a spring semester course with an international module in the summer. This year, due to the COVID-19 global pandemic, the course component of the program was redesigned for the post-COVID environment. The purpose of this paper is to present the decisions made during this process and explore their outcomes through analysis of students’ feedback and global competence survey results. Four major decisions shaped the program redesign by balancing the desire for students to develop global competence with the acknowledgement that student motivation and energy would be impacted by the lack of travel and COVID-19. Data from students’ responses on assignments, survey administration and teaching evaluations were analyzed to understand student experiences after the program redesign. Results from our analysis show students were able to develop global competence without international travel. Implications from the results and next steps are discussed in this paper.

Downloads

Download data is not yet available.

Author Biographies

Tawni Paradise, Virginia Tech

Tawni Paradise is an adjunct associate professor in Computer Science at the University of San Diego. She holds a Ph.D. in Engineering Education, a M.Ed. in Integrative STEM Education, and a B.S./B.A. in Industrial & Systems Engineering. Her research interests focus on broadening participation in engineering, understanding parent-child engagement in STEM learning at home, recognizing effective pedagogical strategies in engineering activities and evaluating the impacts and effectiveness of engineering outreach experiences.

Tahsin Chowdhury, Virginia Tech

Tahsin Chowdhury is a Ph.D. candidate in Engineering Education at Virginia Tech. Tahsin holds a bachelor's degree in Electrical and Electronics Engineering, a masters degree in Industrial and Systems Engineering, and he has worked as a manufacturing professional at a Fortune 500 company. As a researcher, he is interested in enhancing professional competencies for engineering workforce development in academia and beyond. He is actively engaged in projects focusing on teamwork and leadership in engineering.

Kirsten Davis, Purdue University

Kirsten Davis is an assistant professor in the School of Engineering Education at Purdue University. Her research explores the intentional design and assessment of global engineering programs, student development through experiential learning, and approaches for teaching and assessing systems thinking skills. Kirsten holds a B.S. in Engineering & Management from Clarkson University and an M.A.Ed. in Higher Education, M.S. in Systems Engineering, and Ph.D. in Engineering Education, all from Virginia Tech. 

Homero Murzi, Virginia Tech

Homero Murzi is an Assistant Professor in the Department of Engineering Education at Virginia Tech. He holds degrees in Industrial Engineering (BS, MS), Master of Business Administration (MBA) and in Engineering Education (PhD). Homero has 15 years of international experience working in industry and academia. His research focuses on contemporary and inclusive pedagogical practices, industry-driven competency development in engineering, and understanding the barriers that Latinx and Native Americans have in engineering.

Michelle Soledad, Virginia Tech

Michelle Soledad, Ph.D., is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, and a Ph.D. in Engineering Education from Virginia Tech.

References

Braskamp, L. A., Braskamp, D. C., Merrill, K. C., & Engberg, M. (2014). Global Perspective Inventory (GPI): Its purpose, construction, potential uses, and psychometric characteristics. Glob. Perspect. Inst, 1-35.

Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and wellbeing researchers? International Journal of Qualitative Studies on Health and Well-Being, 9(1), 26152. https://doi.org/10.3402/qhw.v9.26152

Bremer, D. (2008). Engineering the world. Online Journal for Global Engineering Education, 3(2), 2.

Clarke, V. & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297-298. 222-248. http://dx.doi.org/10.1080/17439760.2016.1262613

Davis, K. A., Taylor, A. R., Reeping, D., Murzi, H. G., & Knight, D. B. (2019). Experiencing Cross-Cultural Communication on a Home Campus: Exploring Student Experiences in a Cultural Simulation Activity. Journal on Excellence in College Teaching, 30(4), 187-214.

Davis, K., & Knight, D. B. (2018). Impact of a global engineering course on student cultural intelligence and cross-cultural communication. Journal of International Engineering Education, 1(1), 4. https://doi.org/10.23860/jiee.2018.01.01.04

Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. https://doi.org/10.1177/1028315306287002

Fitzsimmons, S.R., Flanagan, D.J. & Wang, Z.A. (2013). Business students' choice of short-term or long-term study abroad opportunities. Journal of Teaching in International Business, 24(2), 125-137.

Hofstede, G. (1983). National cultures in four dimensions: A research-based theory of cultural differences among nations. International Studies of Management & Organization, 13(1-2), 46–74.

Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Intercultural cooperation and its importance for survival (Third Edition). McGraw Hill.

Jesiek, B. (2018). Internationalizing engineering education: Looking forward, looking back. Journal of International Engineering Education 1(1), 1. https://doi.org/10.23860/jiee.2018.01.01.01

Jesiek, B. K., Woo, S. E., Parrigon, S., & Porter, C. (2020). Development of a situational judgment test (SJT) for global engineering competency (GEC). Journal of Engineering Education, 109(3), 470-490. https://doi.org/10.1002/jee.20325

Jesiek, B. K., Woo, S. E., Zhu, Q., Ramane, K. D., & Choudhary, N. (2015, June). Defining and assessing global engineering competency: Methodological reflections. In 2015 ASEE Annual Conference and Exposition, Seattle, WA.

King, P. M., & Baxter Magolda, M. B. (2005). A developmental model of intercultural maturity. Journal of College Student Development, 46(6). 571–592. https://doi.org/10.1353/csd.2005.0060

Kinoshita, T., Knight, D. B., Ogilvie, A. M., and Adams, S. G. (2016). Assessing student development and preparation in a pre-trip study abroad course in engineering. In American Educational Research Association Annual Conference, Washington, DC.

Knight, D. B., Davis, K. A., Kinoshita, T. J., Twyman, C., & Ogilvie, A. M. (2019). The Rising Sophomore Abroad Program: Early Experiential Learning in Global Engineering. Advances in Engineering Education.

Merrill, K. C., Braskamp, D. C., & Braskamp, L. A. (2012). Assessing individuals' global perspective. Journal of College Student Development, 53(2), 356-360. https://doi.org/10.1353/csd.2012.0034

Ogden, A., & Ogna, C. (2020). Innovations in international learning and engagement for the next generation of higher education. Gateway International Group. https://gatewayinternational.org/wp-content/uploads/2020/06/Gateway-Innovations-6.18.20-.pdf

Parkinson, A. (2009). The rationale for developing global competence. Online Journal for Global Engineering Education, 4(2), 2. 1–15.

Render, D., Jimenez-Useche, I., & Calahan, C. A. (2017, October). Cultivating global mindsets without leaving campus: Building interculturally competent engineers. In 2017 IEEE Frontiers in Education Conference (FIE) (pp. 1-8). IEEE.

Robson, C., & McCartan, K. 2016. Real world research : A resource for users of social research methods in applied settings (4th ed.).

Salisbury, M., Umbach, P. D., Paulsen, M. B., & Pascarella, E. T. (2009). Going global: Understanding the choice process of the intent to study abroad. Research in Higher Education, 50(2), 119–143. https://doi.org/10.1007/s11162-008-9111-x

Soria, K. M., & Troisi, J. (2014). Internationalization at home alternatives to study abroad: Implications for students’ development of global, international, and intercultural competencies. Journal of Studies in International Education 18(3): 261–280. https://doi.org/10.1177/1028315313496572

Withington, K., & Schroeder, H. L. (2017). Rolling with the semester: An assignment deadline system for improving student outcomes and regaining control of the workflow. Journal of Student Success and Retention, 4(1).

Downloads

Published

2022-08-31

How to Cite

Paradise, T., Chowdhury, T., Davis, K., Murzi, H., & Soledad, M. . (2022). Developing Global Competency Virtually: Student Experiences in a Global Program That Transitioned Online due to the COVID-19 Pandemic. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(2), 56–80. https://doi.org/10.36366/frontiers.v34i2.592

Issue

Vol. 34 No. 2 (2022): Bonus Issue: August 2022

Section

Research Articles

Categories

License

Copyright (c) 2022 Tawni Paradise, Tahsin Chowdhury, Kirsten Davis, Homero Murzi, Michelle Soledad

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.