Thursday, March 2, 2023
11:30 am – 12:45pm EST /UTC-05:00Register here
About the webinar
In September 2015, more than 190 world leaders committed to 17 Sustainable Development Goals (SDGs) with the noble aspiration of bringing equality across the world. Among these goals were poverty reduction and the preservation of earth’s life support system. Following a recommendation of university leadership to provide a new learning platform for our students, we developed a new program for our first-year students that aligned with the SDGs, called Global Engineering Culture. This program was designed considering the following three key components:
(1) Students would learn how to approach challenges and develop leadership skills on an interdisciplinary platform, analyzing the role of scientific knowledge in international development,
(2) Students would engage through an immersive global engineering experience in this team-taught course that utilizes local resources as an integral component of the academic experience. Multidisciplinary, cross-cultural teams of students would explore global engineering culture and social issues, and
(3) As a pivotal component of this course, students would investigate current issues in global society and their future implications to explore the intersection of engineering with other disciplines.
This program provides a baseline to understand STEM challenges and opportunities in Latin America. Site-specific case studies are emphasized for engaged scholarship and intellectual development.
How will you benefit:
- You will gain critical knowledge and tools for developing a course-embedded education-abroad program, including information on pre-departure contents; goals and objectives; evaluation considerations; broader impacts and how to get institutional support and external funding.
- You will learn tools and techniques to help you develop more effective and competitive global programs.
- You will engage with a network of professionals for input, guidance, and feedback.
By the end of this session, you will be able to:
- Describe strategies to develop and implement a vision for global learning programs developed with engineering students in mind,
- Identify synergies and research collaborations that these types of programs can leverage between institutions in the Global North and South.
- Identify a plan to assess the impact of these types of programs in a student’s professional career.
Faculty program leaders, onsite directors, academic department heads and others working to strengthen curriculum integration and assessment of global learning in local and global contexts.
Angela Rothrock, Ph.D., is the Associate Director of the Center for Global Engineering Engagement and an Associate Teaching Professor in the College of Engineering at the Pennsylvania State University. In her current role, she works with faculty to develop globally engaged learning opportunities for undergraduate students with a focus on intercultural learning and sustainable development practices.
Patrick Tunno, PhD., is the inaugural Director of Penn State’s Center for Global Engineering Engagement and an Associate Teaching Professor. He has overseen and continues to lead the development and expansion of diverse international initiatives. Under his leadership, the college has established an award-winning Global Engineering Fellows Program, launched Penn State’s first 3+1+1 program for international students to pursue a one-year master’s degree, and initiated new interdisciplinary faculty-led study abroad programs. Additionally, he has worked for the Federal government, served on foreign language faculty, and led multiple study abroad programs. Tunno earned an M.B.A. at SDA Bocconi University (Milan, Italy) and a Ph.D. from Penn State, with his research focused on the development of global competencies through study abroad programs.
Julio V. Urbina, Ph.D., is an Associate Professor in the School of Electrical Engineering and Computer Science at Penn State. His educational research interests include effective teaching techniques for enhancing engineering education, inclusive pedagogy, universal design, global engineering and international perspectives, thinking and working in multi-, inter-, and transdisciplinary ways, cyberlearning and cyber-environments, service and experiential learning, teaming and collaborative learning.