More Like this

1. Empathy In Engineering And Ethics Education: Resources To Support The Engineering Education Global Community

   https://doi.org/10.21427/5ZAR-JD81  

   Bairaktarova, Diana; Direito, Inês (January 2023, European Society for Engineering Education (SEFI))

   {} 

   more » « less
2. Ethical Reasoning, Moral Intuitions, and Foreign Language in Global Engineering Education

   Clancy, Rockwell; Zhu, Qin; Streiner, Scott; Gammon, Andrea (June 2024, ASEE PEER Document Repository)
3. ETHICS-2023 Session A2 - Panel: The arc of a global engineering education

   https://doi.org/10.1109/ETHICS57328.2023.10155041  

   MacDonald, Laura; Leeker, Jessica Rush; Kreiger, B; Aranda, I (May 2023, Panel: The arc of a global engineering education)

   Since 2009, the Mortenson Center in Global Engineering & Resilience has been training global engineers to improve the lives of vulnerable people through technological innovation, forming global partnerships, enacting policy changes, and humanitarian service. In 2021, The Mortenson Center hosted over 100 participants from universities, donors, government agencies, and industry partners for a virtual workshop series as part of a National Science Foundation grant to advance engineering education. Together, that group established a comprehensive global engineering body of knowledge. The paper Aligning learning objectives and approaches in global engineering graduate programs: Review and recommendations by an interdisciplinary working group were recently published in Development Engineering. 

   more » « less
4. How Diverse Are Global Perspectives On Diversity, Equity, And Inclusion In Engineering Education?

   https://doi.org/10.21427/DP74-4P30  

   Van Maele, Jan; Bergman, Becky; Direito, Inês; Murzi, Homero (January 2023, European Society for Engineering Education (SEFI))

   {} 

   more » « less
5. Co-Op Based Engineering Education Model Supporting Students in Engineering Education Deserts

   Spence, Catherine M; Siverling, Emilie; Karlin, Jennifer; James, Eric (October 2023, 2023 IEEE Frontiers in Education (FIE) Conferene)

   Previous work has identified that one third of Americans live in an engineering education desert, or a county without a face-to-face 4-year accredited engineering degree or a two-year face-to-face pre-engineering program, regardless of whether it results in a credential. Iron Range Engineering (IRE) is an upper division engineering program designed to help provide access to individuals who due to financial and/or geographic location would be otherwise unable to participate in engineering. In this paper we present data demonstrating how this model of engineering education supports students from a range of geographical areas by addressing the research questions: Is IRE supporting students from engineering education deserts, are those students returning to their home region with a paid engineering position, and if so, with what income? In 2022, students at IRE were surveyed about their co-op experiences, feelings of belonging, and demographic information. This data was analyzed using descriptive statistics of location, salary, and demographic data. Our data supports the idea of this model of education attracting participation of students who otherwise may not have access to an engineering degree. Of the students in IRE, 67% come from engineering education deserts. Of those, 17 returned to their home state with a co-op and 8 returned to their home county with a paid co-op, at an average salary of $22/hour. Our results contribute to our understanding of engineering education deserts in the United States, and the IRE Bell co-op model as a curricular model to provide access to an affordable engineering degree for students in a wide range of locations. 

   more » « less