Abstract
Increasing globalization and technological innovations have redefined the role of engineers in working towards sustainable development. The question of how to measure and evaluate preparedness of engineering students to meet these requirements remains an open question. This paper develops a performance indicator called Global Preparedness Efficacy (GPE) to measure the effectiveness of curricula that bring student engineers together with underserved communities in satisfying ABET criteria 3 h, which is “the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context”. This indicator measures ability to navigate the complexity and novelty of the problem space and enabling the creation solutions to the problem at hand consistent with the global socio-economic, political and cultural realities.
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Acknowledgements
The authors would like to thank the scholars at the Kozmetsky Global Collaboratory, field collaborators at the Environmental Sanitation Institute in India, and all of the students of the Global Engineers’ Education course for their support in conducting this research. The authors extend a special thank you to Professor Sheri Sheppard and Dr. Syed Shariq who helped clarify and name global preparedness efficacy.
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Hariharan, B., Ayyagari, S. (2016). Developing Global Preparedness Efficacy. In: Leal Filho, W., Nesbit, S. (eds) New Developments in Engineering Education for Sustainable Development. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-319-32933-8_8
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DOI: https://doi.org/10.1007/978-3-319-32933-8_8
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