Developing Cultural Competency in Engineering Through Transnational Distance Learning

Stephanie Moore (), Dominik May () and Kari Wold
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Stephanie Moore: University of Virginia
Dominik May: TU Dortmund University, Engineering Education Research Group (EERG) at the Center for Higher Education (zhb)
Kari Wold: University of Virginia

A chapter in Engineering Education 4.0, 2016, pp 777-798 from Springer

Abstract: Abstract While cultural competency is a stated priority for engineering education in the United States, as emphasized by Outcome H in the ABET standards, it is often difficult to engage students in immersive international experiences that develop intercultural awareness. Undergraduate engineering students face packed curricula with little or no room for languages and an often unforgiving structure that puts them a year out of course sequences if they do travel for study abroad. In this case study, the authors examine how online education can be a transformational factor in this challenge. When designed to create interactive, engaging learning across nations, online education can support joint international experiences that develop cultural competency without requiring the time and expenses that are often a barrier for students. This online model could easily be scaled up to offer more students an international collaboration opportunity without institutional reliance on study abroad. This online transnational distance learning approach saves students and universities time and money, while accomplishing the intended professional competencies.

Keywords: Cultural Competency; German Student; Sociotechnical System; International Offering; Instructional Design Process (search for similar items in EconPapers)
Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-3-319-46916-4_62

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DOI: 10.1007/978-3-319-46916-4_62

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