Engineering Cultures Online 2.

0
consists of multimedia modules that
explore what it means to be an
engineer in different countries. These
interesting modules include essential
contents from the highly popular
course that Gary Downey and Juan
Lucena developed at Virginia Tech and
Colorado School of Mines.
Viewing one or more of these modules
can help you take the first step toward
the achievement of global competency.
Downey, Lucena, and colleagues
define global competency as "having
the knowledge, ability, and
predisposition to work effectively with
people who define problems differently
than you do" ("The Globally
Competent Engineer," Journal of
Engineering Education).
Each country-based module
addresses four questions:
1.

How did the nation state

emerge and what has counted
as 'progress' or 'advancement'?

2.

How have engineers

emerged, what has it meant to
be an engineer, and what sorts
of knowledge have engineers
valued?

3.

What counts as a typical

career trajectory, including

education and worklife?

4.

What trends are emerging in

response to the new emphasis
on industrial competitiveness?

Virginia Tech awarded Engineering

Cultures Online its prestigious
XCaliber Award for innovative
scholarship in teaching with
technology.
Learning Objectives

Develop global competency

by preparing yourself to work in a
world of different perspectives

Learn how what it means to

be an engineering varies from
country to country

Gain concrete strategies for

understanding cultural differences
on the job and engaging in shared
problem solving with engineers
from different countries

Wo should participate

Engineers planning to work in

another country

Engineers working on
international projects

Engineers working with

colleagues in other countries

Beta Statement

Version 2 is a beta version of

Engineering Cultures Online.
Positive assessments from hundreds
of undergraduate student users and
many continuing education users have
persuaded us to make this material
available to you in its current format.
The scholarly findings and
interpretations in Version 2 are in the
process of undergoing peer review,
which may lead to revisions in the
scripts and outlines used to produce
these presentations. Note also that
some of the historical interpretations
offered here include contestable
interpretations of the available
evidence. We invite discussion and
welcome learning of any errors or
misrepresentations in the collection
and presentation of evidence, which
we will then report as errata. Version 3
modules will be updated and, where
appropriate, expanded to take account
of peer assessments. We are finding
the world of multimedia presentation to
be a new world indeed, mixing the
informality of oral presentation with the
formality of written publication.

Credits

For more information about the course content,

contact Gary Downey (downeyg@vt.edu) or Juan
Lucena (jlucena@mines.edu).

References

Gary Lee Downey, Juan C. Lucena, Barbara

Moskal, Thomas Bigley, Chris Hays, Brent

Jesiek, Liam Kelly, Jane Lehr, Jonson Miller, Amy
Nichols-Belo, Sharon Ruff, and Rosamond
Parkhurst The Globally Competent Engineer:
Working Effectively with People Who Define
Problems Differently, Journal of Engineering
Education 95 (April 2006). Online Copy, PDF
download

Downey, Gary Lee, 2008, "The Engineering

Cultures Syllabus as Formation Narrative:
Conceptualizing and Scaling Up Problem
Definition in Engineering Education," University
of St. Thomas Law Journal (special issue on the
formation of ethical professional identities;
forthcoming).

Cite this work

Researchers should cite this work as follows:

Gary Downey; Juan Lucena (2008),

"Engineering Cultures Online 2.0,"
https://globalhub.org/resources/11.
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