TY - GEN
T1 - STEM students' global awareness knowledge assessment
AU - Vance, Kara
AU - Kulturel-Konak, Sadan
AU - Konak, Abdullah
N1 - Publisher Copyright:
© 2016 IEEE.
PY - 2016/4/20
Y1 - 2016/4/20
N2 - Assessing professional skills, such as teamwork, global awareness, ethics and creative problem solving, in the Science, Technology, Engineering and Mathematics (STEM) disciplines encourages growth and experience for students. The paper focuses on the professional skill, global awareness, and gauging students' knowledge about this skill. According to the Model of Domain Learning (MDL), as students progress throughout their education in a domain, the knowledge of the domain becomes more cohesive and deeper. To assess students' knowledge of global awareness, we developed an instrument, i.e., a questionnaire, which gauges what students know about the world and specific nations based upon the following categories: customs and culture, religion, geography, economy, food, languages, history, health, politics and the environment. The plan for the administration of the questionnaire is discussed. Primary findings will also be used to group the questionnaire items into three developmental stages of the MDL-acclimation, competency, and proficiency.
AB - Assessing professional skills, such as teamwork, global awareness, ethics and creative problem solving, in the Science, Technology, Engineering and Mathematics (STEM) disciplines encourages growth and experience for students. The paper focuses on the professional skill, global awareness, and gauging students' knowledge about this skill. According to the Model of Domain Learning (MDL), as students progress throughout their education in a domain, the knowledge of the domain becomes more cohesive and deeper. To assess students' knowledge of global awareness, we developed an instrument, i.e., a questionnaire, which gauges what students know about the world and specific nations based upon the following categories: customs and culture, religion, geography, economy, food, languages, history, health, politics and the environment. The plan for the administration of the questionnaire is discussed. Primary findings will also be used to group the questionnaire items into three developmental stages of the MDL-acclimation, competency, and proficiency.
UR - http://www.scopus.com/inward/record.url?scp=84969921252&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84969921252&partnerID=8YFLogxK
U2 - 10.1109/ISECon.2016.7457528
DO - 10.1109/ISECon.2016.7457528
M3 - Conference contribution
AN - SCOPUS:84969921252
T3 - ISEC 2016 - Proceedings of the 6th IEEE Integrated STEM Education Conference
SP - 189
EP - 192
BT - ISEC 2016 - Proceedings of the 6th IEEE Integrated STEM Education Conference
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 6th IEEE Integrated STEM Education Conference, ISEC 2016
Y2 - 5 March 2016
ER -