Conference Session

International Division (INTL) Technical Session: Cultural Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hans M Tritico, University of Mount Union; Chad S. Korach, University of Mount Union

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Diversity

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International Division (INTL)

Paper ID #42068Global Engineering Modules that Teach Currency Exchange and InternationalTradeDr. Hans M Tritico, University of Mount Union Hans is the Global Engineering Coordinator at the University of Mount Union where he also teaches environmental/water resources engineering classes. He is passionate about broadening students’ perspectives through project-based hands on learning techniques.Dr. Chad S. Korach, University of Mount Union Chad Korach is the Director of the School of Engineering and an Associate Professor of Mechanical Engineering at the University of Mount Union in Alliance, Ohio

Conference Session

International Division (INTL) Technical Session: Cultural Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Animesh Paul, University of Georgia; Sreyoshi Bhaduri, ThatStatsGirl; Racheida S Lewis, University of Georgia; Lilianny Virguez, University of Florida; Krishna Pakala, Boise State University; Debarati Basu, Embry Riddle Aeronautical University

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International Division (INTL)

- www.ThatStatsGirl.com. This work was carried out independent of author’s current employment at Amazon. Views expressed in this paper are the author’s own and do not represent those of the organization she works at.Dr. Racheida S Lewis, University of Georgia Racheida S. Lewis, Ph.D. is an Assistant Professor at the University of Georgia in the Engineering Education Transformations Institute (EETI) and the Department of Electrical and Computer Engineering. Dr. Lewis believes in creating a diverse engineering field and strives to do so through connecting with teaching, and mentoring future engineers. She has devoted her life to this mission through her leadership and lifetime membership in the National Society of Black Engineers

Conference Session

International Division (INTL) Technical Session: Diversity, Equity and Inclusion

Collection

2024 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad de los Andes; Laura Eugenia Romero Robles, Tecnológico de Monterrey; Maria Catalina Ramirez; LIBIS DEL C VALDEZ C; Luis Alberto Cruz Salazar, Universidad Antonio Nariño,Colombia; Technical University of Munich, School of Engineering and Design, Germany

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Diversity

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International Division (INTL)

Paper ID #44088Proposal of Teacher Training in DEI + STEM: A Collaborative Work in LatinAmerica and the CaribbeanJuan Sebasti´an S´anchez-G´omez, Universidad de los Andes Doctoral student of PhD in Industrial and Systems Engineering at Universidad de los Andes (Colombia).Laura Eugenia Romero Robles, Tecnol´ogico de MonterreyMaria Catalina RamirezLIBIS DEL C VALDEZ C ˜Luis Alberto Cruz Salazar, Universidad Antonio Narino,Colombia; Technical University of Munich, School ofEngineering and Design, Germany ©American Society for Engineering Education, 2024 Proposal of

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City University of New York, City College

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Diversity

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International Division (INTL)

UV-NIR Spectroscopy Mechanism of Environmental Restoration and Conservation an Approach to Sustainability Bridge Health Monitoring System Using R to Compile an Aggregated Data Analysis Report on Cisalva Institute´s Ondas Project Relationship between two Blood Metabolic Products, Body Condition and Ectoparasitism Infestation in Birds of an Urban Area in Universidad del Valle (Cali), ColombiaAt most universities, Study Abroad courses that are faculty led, and short term as well asSummer Sessions/Schools Abroad, are seen as one of the major vehicles for students to integratean international experience in their curriculum [1]. The NYC LSAMP model (surveyed acrossprogram sites), modeled after the traditional Research Experience for Undergraduates

Conference Session

International Division (INTL) Technical Session: Diversity, Equity and Inclusion

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebeca Petean, Society of Women Engineers; Roberta Rincon, Society of Women Engineers

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Diversity

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International Division (INTL)

] Van Veelen, R., Derks, B., & Endedijk, M. D. (2019). Double trouble: How beingoutnumbered and negatively stereotyped threatens career outcomes of women inSTEM. Frontiers in Psychology, 10, 150.[6] Statistics Netherlands (2016). De Arbeidsmarkt in Cijfers 2016. Available at:https://www.cbs.nl/-/media/_pdf/2017/19/de-arbeidsmarkt-in-cijfers2016.pdf[7] Stoeger, H., Duan, X., Schirner, S., Greindl, T., & Ziegler, A. (2013). The effectivenessof a one-year online mentoring program for girls in STEM. Harvard Kennedy SchoolGender Action Portal.[8] Kupersmidt, J., Stelter, R., Garringer, M., & Bourgoin, J. (2018). STEM Mentoring.Supplement to the "Elements of Effective Practice for Mentoring". MENTOR: TheNational Mentoring Partnership

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pingchien Neo, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

International Division (INTL)

modules were designed to equip engineeringstudents with the essential skills needed to work effectively in an international professionalenvironment.Summaries of each participants’ internship setting and roles in the companies are providedbelow: 1) Participant S1 participated in an internship at a company specializing in creating virtual models of city plans and works with game engines and computer software. The participant’s tasks included conducting research on transportation software and solar panel simulation software, as well as taking photographs of building facades for the company's computer model update. 2) Participant S2’s internship was at a consulting firm focusing on civil and structural projects. The

Conference Session

International Division (INTL) Technical Session: Diversity, Equity and Inclusion

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University; Sultan Bedane Halkiyu, Bule Hora University; Abdisa Bedane Halkiyu, Bule Hora University; Roma Bedane Halkiyu, Arba Minch University; Demitu Geda, Bule Hora University; Nadia N. Kellam, Arizona State University

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Diversity

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International Division (INTL)

., vol. 17, no. 4, pp. 369–386, Oct. 2005, doi: 10.1080/09540250500145072.[3] N. A. Fouad et al., “Barriers and Supports for Continuing in Mathematics and Science: Gender and Educational Level Differences,” J. Vocat. Behav., vol. 77, no. 3, pp. 361–373, Dec. 2010, doi: 10.1016/j.jvb.2010.06.004.[4] A. Tzovara et al., “Embracing diversity and inclusivity in an academic setting: Insights 19 from the Organization for Human Brain Mapping,” NeuroImage, vol. 229, p. 117742, Apr. 2021, doi: 10.1016/j.neuroimage.2021.117742.[5] J. Misra, J. H. Lundquist, E. Holmes, and S. Agiomavritis, “The Ivory Ceiling of Service Work,” Academe, vol. 97

Conference Session

International Division (INTL) Technical Session: Cultural Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hashim Alyousef, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

outside of the US educational system.The instances in which the authority figure refused to discuss theories and class materialshappened during his time in Saudi Arabia, within the ME education system. A similar experiencewas mentioned by Student 102: Interviewer: “You mentioned that there was a difference between studying back home and then studying here in the us. When it comes to the professors back home and the professors here, what do you think is the main difference? Student 102: “You won't be given the opportunity to ask questions there … Back home, if you are allowed to ask a question, that question would be either answered with yes or no, and that's it.”Student 102’s experience with questioning

Conference Session

International Division (INTL) Technical Session: Diversity, Equity and Inclusion

Collection

2024 ASEE Annual Conference & Exposition

Authors

Viyon Dansu, Florida International University; Alexandra Coso Strong, Florida International University

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Diversity

Tagged Divisions

International Division (INTL)

CSP framework. Secondly, a framework for the use of CSPin praxis and research within the SSA context is proposed drawing on Onwuegbuzie et al.’s(2012) methodology literature analysis. Findings present an adapted CSP framework for SSA,comprising 11 tenets for asset-based research. They highlight CSP’s adaptability across contexts,underscoring its importance in SSA STEM education.Keywords: culturally sustaining pedagogy, asset-based education, exemplary teaching,inclusion, transferability, Sub-Saharan AfricaBackgroundResearch shows that teaching practices that are more contextual and inclusive of students’cultural backgrounds and experiences enhance students' learning [1]. It is this awareness ofimproved learning outcomes that paved the way for

Conference Session

International Division (INTL) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jorge Ivan Rodriguez-Devora, University of Georgia; David Emory Stooksbury, University of Georgia; John Ray Morelock, University of Georgia; Sonia J Garcia, University of Georgia; Animesh Paul, University of Georgia; Deborah Moyaki, University of Georgia

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Diversity

Tagged Divisions

International Division (INTL)

education," Online Journal for Global Engineering Education, vol. 4, no. 1, p. 1, 2009.[2] E. W. Johnson and S. G. DeMaris, "Developing an International Engineering Experience for Undergraduate Students at a Small Institution," Online Journal for Global Engineering Education, vol. 2, no. 1, p. 2, 2007.[3] M. H. Salisbury, P. D. Umbach, M. B. Paulsen, and E. T. Pascarella, "Going Global: Understanding the Choice Process of the Intent to Study Abroad," Research in Higher Education, vol. 50, no. 2, pp. 119-143, 2009.[4] G. M. Warnick, M. S. Call, and R. Davies, "Understanding engineering and technology student perceptions: Barriers to study abroad participation," presented at the 2018 ASEE Annual Conference

Conference Session

International Division (INTL) Technical Session: Assessment and Accreditation, Globalization without Travel

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jose Texier, LACCEI; Maria M. Larrondo-Petrie, Florida Atlantic University; Jusmeidy Zambrano; Laura Eugenia Eugenia Romero Robles, Tecnologico de MOnterrey

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Diversity

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International Division (INTL)

: EngineeriNg educaTors pEdagogical tRaining.” https://enterprof.org/ (accessed Aug. 25, 2023).6. ILO, “ISCO - International Standard Classification of Occupations.” https://www.ilo.org/public/english/bureau/stat/isco/ (accessed Aug. 25, 2023).7. G. V. Garrido, I. R. S. Soto, and H. A. Martínez, “Prácticas pedagógicas en ingeniería: un análisis desde los docentes,” Rev. Investig., vol. 42, no. 95, pp. 102–124, 2018.8. D. Sáenz, “Representaciones Sociales de los Docentes Universitarios sobre la Enseñanza de la Matemática en la Formación de Ingenieros en la UFPS,” 2021, Accessed: Aug. 25, 2023. [Online]. Available: https://espacio-digital.upel.edu.ve/index.php/TD/article/view/2019. T. S. Love and A. J. Hughes, “Engineering

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sandra Jennina Sanchez, Florida International University; Jose Daniel Ballen; MILTON JANUARIO RUEDA VARON, Universidad Ean; Douglas Lee Robertson, Florida International University

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Diversity

Tagged Divisions

International Division (INTL)

complex and context- transdisciplinary) sensitive issues—contextualizing knowledge and action within relevant socio-ecology. Project/problem-based Simulations that mimic actively attempting to study/address a learning (in class) community/organizational problem—undertaking an individual/group/class project deemed by the student(s) and professor to be necessary and useful within a known context but without engaging or by only minimally engaging stakeholders outside of the class. Active learning (in class) Learning in which students are actively involved in constructing meaning, making

Conference Session

International Division (INTL) Technical Session: Assessment and Accreditation, Globalization without Travel

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hiroyuki Ishizaki, Shibaura Institute of Technology; Maria Anityasari, Sepuluh Nopember Institute of Technology - ITS; Masaomi Kimura, Shibaura Institute of Technology; Hitoshi Nakamura, Shibaura Institute of Technology; Tomoko Iwata, Shibaura Institute of Technology; Mohammad Iqbal, Sepuluh Nopember Institute of Technology - ITS; Imam Mukhlash, Sepuluh Nopember Institute of Technology - ITS; Faiqoh Agustin, University of Maryland, College Park

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Diversity

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International Division (INTL)

, pp. 1256–1260, Oct. 2014, doi: 10.1016/j.sbspro.2014.09.362.[4] A. Armitage, “Conscientization, Dialogue and Collaborative Problem Based Learning,” Journal of Problem Based Learning in Higher Education, vol. 1, no. 1, pp. 1–18, 2013.[5] B. J. S Barron, D. L. Schwartz, N. J. Vye, A. Moore, A. Petrosino, and L. Zech, “Doing with Understanding: Lessons from Research on Problem-and Project-Based Learning,” 1998. [Online]. Available: http://www.jstor.orgURL:http://www.jstor.org/stable/1466789http://www.jstor.org/stable/1466789 ?seq=1&cid=pdf-reference#references_tab_contents[6] Arun S. Patil, “Global Engineering Criteria for the development of the global engineering profession,” World Transactions

Conference Session

International Division (INTL) Technical Session: Diversity, Equity and Inclusion

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maimuna Begum Kali, Florida International University; Debalina Maitra, Arizona State University; Sreyoshi Bhaduri, ThatStatsGirl; Lilianny Virguez, University of Florida

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Diversity

Tagged Divisions

International Division (INTL)

that fosters community.The process started with Author 1 and Author 2’s continuous virtual conversations over textmessages, emails, and video conferencing platforms such as Zoom. After several exchanges,both of them decided on the topics and came up with some prompts pertaining to the topic ofinterest, IWoC’s transition experiences building on the transition theory [6]. Also, all the authorsmet on Zoom collectively twice. Author 1 and author 2 discussed the findings and theirnarratives multiple times. We made sure to maintain the trustworthiness of our research bycapturing the thorough narratives of each researcher. We also ensured the member check-inprocess.The overarching prompt for this autoethnographic exploration includes, “How do you

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Loay Al-Zube, University of Mount Union

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

, a series of meetings werearranged, including a detailed presentation of our course objectives during the preparatory visit.Subsequent virtual meetings were held to discuss logistics and the future vision for ourcollaboration, which includes the establishment of an annual "Abu Dhabi Global EngineeringSummit." To secure financial support, the author submitted an application for funding through the"Advantage Abu Dhabi Application Form," [5] which was evaluated and approved by the AbuDhabi Convention and Exhibition Bureau, a part of the Abu Dhabi Department of Culture andTourism.This preparatory trip also facilitated encounters with industry leaders, including the CEO & HeadDubai Campus & Director of S P Jain School of Global Management

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrea L. Schuman, Virginia Polytechnic Institute and State University; Yi Cao, Virginia Tech; Homero Murzi, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

Tagged Divisions

International Division (INTL)

engineering students identify as influences on their decisions of where to study abroad?Theoretical FrameworkMazzarol and Soutar [8] designed their push-pull model of study abroad choice to characterizewhy students make the decisions they do when it comes to enrolling abroad as an internationalstudent. The pull factors make a destination attractive to a student, which is influenced by thehost country, sending country, and the student themself [8]. The initial definition of thisframework came from a survey of over 2,000 international students in the 1990’s to learn howdifferent factors were weighed in their decisions to enroll abroad. They examined each step ofthe process; from deciding to study overseas, to personal and financial costs, to

Conference Session

International Division (INTL) Technical Session: Assessment and Accreditation, Globalization without Travel

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bradley J. Putman, Bucknell University; Khaled A. Al-Sahili, An-Najah National University; Abdelhaleem Khader, An-Najah National University; Alia Gilbrecht, An-Najah National University

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Diversity

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International Division (INTL)

able to: • Apply the design thinking process to identify a specific problem and develop a creative and/or innovative solution to address this problem. (Design Thinking) • Function effectively on a team. (Teamwork) • Demonstrate a knowledge of the country(ies) and culture(s) of their team members. (Global Competency)Students worked in one of three different types of teams: • IVE teams included two students from a US institution (either Bucknell or Clemson) and two from An-Najah. • US non-IVE teams included four students from Clemson University. • Palestinian non-IVE teams included four to five students from An-Najah.The reasoning for having these three different types of teams included that (a) there

Conference Session

International Division (INTL) Technical Session: Cultural Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Allison Biewenga, Purdue University at West Lafayette (COE); Jennifer Deboer, Purdue University; Stephanie Claussen, San Francisco State University; Kirsten A. Davis, Purdue University; David Owuor Gicharu, Tumaini Innovation Vocational Training Center; Gladys Jeptoo Kerebey, Tumaini Innovation Vocational Training Center

Tagged Divisions

International Division (INTL)

these outcomes is described in more detailbelow.Attachment Leading to EmploymentOne of the main goals of completing an industrial attachment is that the student gains workplaceexperience and can obtain employment upon completion of their education. Most students docomplete an attachment: we found that 11 out of the 21 current students had already completed ashort attachment. Meanwhile, 14 of the students had plans for where they will be working forduring their upcoming long attachment. Of these students, about half found their attachmentsthrough personal connections while the other half received help from Tumaini staff, asexemplified by this student: When I am here in school, our teacher provide[s] for us where we are going for

Collection

2024 ASEE Annual Conference & Exposition

Authors

Patrick Joseph Tunno, Penn State University; Lori Miraldi, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

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International Division (INTL)

., University Park, PA, 2022.[4] retrieved from https://coil.suny.edu/ [Accessed 8 February 2024].[5] IIE open doors / U.S. Study Abroad, https://opendoorsdata.org/annual-release/u-s-study abroad/ [accessed Feb. 7, 2024].[6] IIE Open Doors / U.S. Study Abroad https://opendoorsdata.org/data/us-study-abroad/fields- of-study/[accessed Feb. 7, 2024].[7] IIE open doors / Fields of Study, https://opendoorsdata.org/data/us-study-abroad/fields-of- study/ [accessed Feb. 7, 2024].[8] K. E. Mitchell, S. Al Levin, and J. D. Krumboltz, “Planned happenstance: Constructing unexpected career opportunities,” Journal of Counseling & Development, vol. 77, no. 2, pp. 115–124, Apr. 1999. doi:10.1002/j.1556-6676.1999.tb02431.x[9] K. J. Lokkesmoe, K. P

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jose Texier, LACCEI; Maria M. Larrondo-Petrie, Florida Atlantic University; Laura Romero, Tecnologico de Monterrey ; Charles Anders Bazile, Florida Atlantic University; Jose Carlos Quadrado, Instituto Superior De Engenharia De Lisboa

Tagged Divisions

International Division (INTL)

– 2) X10. Evidence of membership in pedagogical / scientific committee(s), (councils) within HEIs relevant to engineering education? (Not relevant/Non-existing - 0, Relevant – 1, Highly relevant – 2) X13. Evidence of pedagogical experience at other higher education institutions (in the applicant’s country or abroad), if any, within the last 5 years relevant? (Not relevant/Non-existing – 0, Relevant – 1, Highly relevant – 2) X14. Evidence of internship experience at industrial companies, research institutes, other organizations within the last 5 years relevant as engineering educator? (Not relevant/Non-existing – 0, Relevant – 1, Highly relevant – 2) X15. Evidence of applicant’s membership(s) in

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula II

Collection

2024 ASEE Annual Conference & Exposition

Authors

James N Warnock, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

Business Research, vol. 101, pp. 507-515, 2019/08/01/ 2019, doi: https://doi.org/10.1016/j.jbusres.2018.12.049.[5] S. Wilkins, "Two decades of international branch campus development, 2000–2020: A review," International Journal of Educational Management, vol. 35, no. 1, pp. 311-326, 2020.[6] T. Heffernan and D. Poole, "In search of “the vibe”: Creating effective international education partnerships," Higher Education, vol. 50, no. 2, pp. 223-245, 2005/09/01 2005, doi: 10.1007/s10734-004-6352-2.[7] R. Hickey and D. Davies, "The common factors underlying successful international branch campuses: towards a conceptual decision-making framework," Globalisation, Societies and Education, pp. 1-15

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sigrid -- Berka, The University of Rhode Island

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

instructors. Minneapolis: Center for Advanced Research onLanguage Acquisition, University of Minnesota, 2005.[11] B. T. Streitwieser and G. J. Light, “Student conceptions of international experience in studyabroad contexts,” in Higher Education, 75(3), 2018, pp. 471-487.[12] B. Mu, S. Berka, L. Erickson, I. Pérez-Ibáñez, “Individual experiences that affectstudents’ development of intercultural competence in study abroad,” in InternationalJournal of Intercultural Relations, 2022, 89, pp. 30-41.[13] M. Chédru and M. Ostapchuk, “The effect of study abroad and personality on culturalintelligence: A deeper understanding using the expanded model of cultural intelligence,” inInternational Journal of Intercultural Relations, 92, 2023, pp. 1-18.[14] M

Conference Session

International Division (INTL) Technical Session: Assessment and Accreditation, Globalization without Travel

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joshua E. Katz, University of Illinois at Urbana - Champaign; Hannah Dougherty, University of Illinois at Urbana - Champaign; Molly H Goldstein, University of Illinois at Urbana - Champaign; Ernest-John Ignacio, University of Illinois at Urbana - Champaign; Brian Woodard, University of Illinois at Urbana - Champaign

Tagged Divisions

International Division (INTL)

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Carolyn "Kelly" Ottman, Milwaukee School of Engineering; Sohum A. Sohoni, Milwaukee School of Engineering

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

Conference Session

International Division (INTL) Technical Session: Cultural Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Jennifer Creamer, Robert Morris University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

answer morepertinent questions regarding life as a student at our university.Academic, Social Support: Academic and social support starts as soon as students arrive oncampus for the mandatory three day New Student Orientation. During orientation (see figure 8),students are introduced to offices on campus that support their successful transition to theAmerican Educational System, for example, the Registrar’s Office, Tutoring Center, HealthCenter, Counseling Center, Student Financial Services, etc. The CGE is staffed by experiencedprofessionals in the field of international education who serve as Designated School Officials inthe Department of Homeland Security (DHS)’s Student and Exchange Visitor InformationSystem (SEVIS), the immigration