Development of the Global Engineering Programming Model: A Participatory, Mixed-Methods Approach

Over the past few decades, higher education institutions have emphasized global education as a core aspect of their strategic goals, yet a gap exists in implementation at the school level, particularly in engineering. As engineering schools invest in internationalizing their programs, research is needed regarding key strategic areas and their relationship to sustained programming efforts. This study uses a participatory, integrative mixed-methods approach to develop an operational framework for global strategies, policies, and programs. A thematic, qualitative analysis of semi-structured interviews followed by a group concept mapping activity was conducted with directors of study abroad and vice provosts of global education from nine universities regarding their global programming strategies, intended outcomes, and organizational resources. The results of this research provide both implicit and explicit engineering school-wide global programming strategies, their sustainable development, and future program evaluation plans

Using Concept Mapping to Investigate Engineering Students\u27 Global Workforce Perceptions

This study investigates engineering students’ global workforce perceptions as part of a larger research effort that addresses the global workforce expectation differences between industry and engineering graduates. Approximately 127 undergraduate engineers at a large university in the U.S. responded to the following question: What do you hope/expect to know upon completion of college to better prepare you to work successfully in a global engineering environment? To identify patterns in the responses, an integrative mixed-methods approach called concept mapping is utilized. The concept map visually illustrates and organizes dimensions related to student global workforce perceptions. Students also rated their confidence in attaining these skills as well as the importance of acquiring these skills. By combining the results of the concept map and constructing pattern matches with the rating data we identify gaps that may be used to inform future curriculum development in institutions of higher education

Let’s Play! Gamifying Engineering Ethics Education Through the Development of Competitive and Collaborative Activities

Engineering ethics is an extremely important topic that needs to be focused on more in engineering curricula, as many of the projects that engineers work on have a profound impact on society. There are many pitfalls with the traditional ways in which ethics is taught to engineering students as an abstract philosophical topic, rather than personal decision making situated in complex real contexts. The three main approaches that are used for engineering ethics include being taught by a professor outside of the engineering space, being taught late in their curriculum such as during a senior capstone project, and being taught in a short period of time as a module of another class. The downsides to these approaches are that students do not see ethics as equally important as some other topics, they do not see it consistently integrated throughout the curriculum, nor do they see ethical decisions as complex nuanced, and situated in context,. Game-based learning is a means to actively engage students in interrogating the complexities of ethical decision making. Game play can align with student learning objectives as well as improve student knowledge, behaviors, and dispositions. Our paper introduces three games that are designed to assist in the development of students’ ethical awareness and reasoning. Three engineering ethics games have been developed as the foundation for an NSF-funded project that investigates the empirical impacts of game play on ethical reasoning and decision making. Cards Against Engineering Ethics, Toxic Workplaces, and Mars: An Ethical Expedition have all been in development for the last few years. Each game targets specific ethics learning outcomes as well as different play mechanics. These outcomes include identifying the complexities of ethical dilemmas, evaluating responses to ethical situations in context, and promoting ethical discussions among peers. The time required to play each game varies, ranging from 20 minutes, to 75 minutes, to 5 minutes once a week for 15 weeks. The benefits that these games include an enriched learning experience, student engagement, and a greater connection between ethics and real life

Engineering Ethics Through High-Impact Collaborative/Competitive Scenarios (E-ETHICCS)

Engineering grand challenges increasingly involve numerous social and ethical considerations that transcend the technical skills that dominate traditional engineering education. Engineering solutions often have major, long-lasting impacts on society. Since the process of technical innovation occurs in increasingly complex social exchanges, engineers are frequently confronted with social and ethical dilemmas in their professional lives. How do students acquire the skills needed to tackle these problems? The authors hypothesize that placing engineering challenges and solutions in a classroom context while emphasizing social engagement and impact facilitates the development of engineering students as moral agents who understand the consequences of their decisions. Thus, a collaboration of investigators from the grantee universities are investigating how game-based educational interventions with strongly situated components influence early-curriculum engineering students\u27 ethical awareness and decision making. This paper offers an overview of the progress to date of this three year, NSF Improving Undergraduate STEM Education (IUSE) grant that aims to (1) characterize the ethical awareness and decision making of first-year engineering students, (2) develop game-based learning interventions focused on ethical decision making, and (3) determine how (and why) game-based approaches affect students’ ethical awareness in engineering and the advantages of such approaches over non game-based approaches. Results from this investigation will offer the engineering education community insight into how engineering students approach problem solving through the lens of ethical reasoning and decision making, potentially transforming an often overlooked part of engineering curricula for decades to come

Integrating Entrepreneurial Mindset in a Multidisciplinary Course on Engineering Design and Technical Communication

The engineering curriculum at XXXX University includes a sophomore level two-course sequence (required for engineering students in all disciplines) in which the primary learning outcomes are engineering design and technical communication. These courses are team-taught by faculty from Engineering and from Communications, specifically, Writing Arts in the fall and Public Speaking in the spring. Historically, the fall course has featured three major course deliverables: (1) a “research sequence” consisting of a rhetorical analysis, and annotated bibliography and a literature review, (2) a humanities assignment in which students explore the impact of technology on societal needs, and (3) laboratory and design reports stemming from hands-on engineering projects completed in lab. During the summer of 2019, the faculty team re-designed each of these three major course deliverables, with the goal of fostering an Entrepreneurial Mindset in students and leveraging synergies between the Entrepreneurial Mindset and the existing goals of the course (engineering design and technical communication). In particular, the faculty team created a new linkage between the research sequence and the humanities assignment. The research sequence is built around the U.N.’s Sustainable Development Goals; each student chooses one of the goals to explore through their individual rhetorical analysis, annotated bibliography, and literature review. The humanities assignment is a team project in which students explore solutions to sustainability problems on the campus of XXXX University. Different sections of the course will use different engineering projects, but the faculty team has crafted a set of guidelines for the projects to ensure some uniformity of experience and expectations across the sections. The faculty team also developed rubrics that will be used to evaluate student performance on these re-designed assignments. The new assignments are being integrated into the Fall 2019 offering of Sophomore Engineering Clinic. This paper will give a detailed description of each of the assignments and how they are designed to align with the goal of fostering an Entrepreneurial Mindset. The paper will also present assessment data that will be collected throughout the Fall 2019 semester

Is the Kaiser Permanente model superior in terms of clinical integration?: a comparative study of Kaiser Permanente, Northern California and the Danish healthcare system

<p>Abstract</p> <p>Background</p> <p>Integration of medical care across clinicians and settings could enhance the quality of care for patients. To date, there is limited data on the levels of integration in practice. Our objective was to compare primary care clinicians' perceptions of clinical integration and three sub-aspects in two healthcare systems: Kaiser Permanente, Northern California (KPNC) and the Danish healthcare system (DHS). Further, we examined the associations between specific organizational factors and clinical integration within each system.</p> <p>Methods</p> <p>Comparable questionnaires were sent to a random sample of primary care clinicians in KPNC (n = 1103) and general practitioners in DHS (n = 700). Data were analysed using multiple logistic regression models.</p> <p>Results</p> <p>More clinicians in KPNC perceived to be part of a clinical integrated environment than did general practitioners in the DHS (OR = 3.06, 95% CI: 2.28, 4.12). Further, more KPNC clinicians reported timeliness of information transfer (OR = 2.25, 95% CI: 1.62, 3.13), agreement on roles and responsibilities (OR = 1.79, 95% CI: 1.30, 2.47) and established coordination mechanisms in place to ensure effective handoffs (OR = 6.80, 95% CI: 4.60, 10.06). None of the considered organizational factors in the sub-country analysis explained a substantial proportion of the variation in clinical integration.</p> <p>Conclusions</p> <p>More primary care clinicians in KPNC reported clinical integration than did general practitioners in the DHS. Focused measures of clinical integration are needed to develop the field of clinical integration and to create the scientific foundation to guide managers searching for evidence based approaches.</p

A systematic review of the psychometric properties of self-report research utilization measures used in healthcare

<p>Abstract</p> <p>Background</p> <p>In healthcare, a gap exists between what is known from research and what is practiced. Understanding this gap depends upon our ability to robustly measure research utilization.</p> <p>Objectives</p> <p>The objectives of this systematic review were: to identify self-report measures of research utilization used in healthcare, and to assess the psychometric properties (acceptability, reliability, and validity) of these measures.</p> <p>Methods</p> <p>We conducted a systematic review of literature reporting use or development of self-report research utilization measures. Our search included: multiple databases, ancestry searches, and a hand search. Acceptability was assessed by examining time to complete the measure and missing data rates. Our approach to reliability and validity assessment followed that outlined in the <it>Standards for Educational and Psychological Testing</it>.</p> <p>Results</p> <p>Of 42,770 titles screened, 97 original studies (108 articles) were included in this review. The 97 studies reported on the use or development of 60 unique self-report research utilization measures. Seven of the measures were assessed in more than one study. Study samples consisted of healthcare providers (92 studies) and healthcare decision makers (5 studies). No studies reported data on acceptability of the measures. Reliability was reported in 32 (33%) of the studies, representing 13 of the 60 measures. Internal consistency (Cronbach's Alpha) reliability was reported in 31 studies; values exceeded 0.70 in 29 studies. Test-retest reliability was reported in 3 studies with Pearson's <it>r </it>coefficients > 0.80. No validity information was reported for 12 of the 60 measures. The remaining 48 measures were classified into a three-level validity hierarchy according to the number of validity sources reported in 50% or more of the studies using the measure. Level one measures (n = 6) reported evidence from any three (out of four possible) <it>Standards </it>validity sources (which, in the case of single item measures, was all applicable validity sources). Level two measures (n = 16) had evidence from any two validity sources, and level three measures (n = 26) from only one validity source.</p> <p>Conclusions</p> <p>This review reveals significant underdevelopment in the measurement of research utilization. Substantial methodological advances with respect to construct clarity, use of research utilization and related theory, use of measurement theory, and psychometric assessment are required. Also needed are improved reporting practices and the adoption of a more contemporary view of validity (<it>i.e.</it>, the <it>Standards</it>) in future research utilization measurement studies.</p

Predicting implementation from organizational readiness for change: a study protocol

<p>Abstract</p> <p>Background</p> <p>There is widespread interest in measuring organizational readiness to implement evidence-based practices in clinical care. However, there are a number of challenges to validating organizational measures, including inferential bias arising from the halo effect and method bias - two threats to validity that, while well-documented by organizational scholars, are often ignored in health services research. We describe a protocol to comprehensively assess the psychometric properties of a previously developed survey, the Organizational Readiness to Change Assessment.</p> <p>Objectives</p> <p>Our objective is to conduct a comprehensive assessment of the psychometric properties of the Organizational Readiness to Change Assessment incorporating methods specifically to address threats from halo effect and method bias.</p> <p>Methods and Design</p> <p>We will conduct three sets of analyses using longitudinal, secondary data from four partner projects, each testing interventions to improve the implementation of an evidence-based clinical practice. Partner projects field the Organizational Readiness to Change Assessment at baseline (n = 208 respondents; 53 facilities), and prospectively assesses the degree to which the evidence-based practice is implemented. We will conduct predictive and concurrent validities using hierarchical linear modeling and multivariate regression, respectively. For predictive validity, the outcome is the change from baseline to follow-up in the use of the evidence-based practice. We will use intra-class correlations derived from hierarchical linear models to assess inter-rater reliability. Two partner projects will also field measures of job satisfaction for convergent and discriminant validity analyses, and will field Organizational Readiness to Change Assessment measures at follow-up for concurrent validity (n = 158 respondents; 33 facilities). Convergent and discriminant validities will test associations between organizational readiness and different aspects of job satisfaction: satisfaction with leadership, which should be highly correlated with readiness, versus satisfaction with salary, which should be less correlated with readiness. Content validity will be assessed using an expert panel and modified Delphi technique.</p> <p>Discussion</p> <p>We propose a comprehensive protocol for validating a survey instrument for assessing organizational readiness to change that specifically addresses key threats of bias related to halo effect, method bias and questions of construct validity that often go unexplored in research using measures of organizational constructs.</p