Displaying all 8 results
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- International Division (INTL)
narratives.Author 1 invited Authors 3 and 4 to take part in the data collection process based on their sharedinterests. We then began writing individually. To write individually, we engaged in a “datageneration exercise” [12], which includes chronologically listing major events or experiences,the circumstances of these events as well as stating why these events are important. In terms ofcollaboration style, we adopted Partial concurrent collaboration, where researchers contribute todifferent stages in the process but do not fully engage from the beginning to the end.The concurrent model allowed us to write individually based on the overarching prompt and thenshare stories with the team. Sharing the stories with the group helped us add probing questions
- Conference Session
- International Division (INTL) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Fanyu F Zeng, Indiana Wesleyan University
- Tagged Topics
- Diversity
- Tagged Divisions
- International Division (INTL)
innovative strategies educatorsemploy to foster inclusive, effective, and culturally enriching learning experiences. The studyreviews issues related to language proficiency, academic writing, cultural differences, differenteducation backgrounds, unique learning habits, course delivery, teaching methodology, academicdiscipline, acculturation, pedagogical adaptations, and support services, shedding light on theevolving role of American universities in shaping the global education landscape. Addressing thesechallenges and leveraging the diverse perspectives international students bring to the classroomcan enrich the educational experience for all students and prepare them for a globallyinterconnected world.IntroductionAs the globalization of higher
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- International Division (INTL)
capacity to contribute to global sustainabilityissues like climate change. These experiences equip them well for the professional phase of theircareers, allowing them to collaborate effectively in an increasingly interconnected world.The integration of international virtual exchange (IVE) programs in engineering education hasgained significant attention in recent years. As part of this trend, the assessment of studentoutcomes through IVE has become a crucial area of research and evaluation. Recent studies,such as one conducted by East Carolina University, have demonstrated the potential of IVE toenhance student learning and academic performance [21]. The definition of IVE as “technology-mediated international experiences that are peer-driven
- Conference Session
- International Division (INTL) Technical Session: Assessment and Accreditation, Globalization without Travel
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jose Texier, LACCEI; Maria Mercedes Larrondo-Petrie, Florida Atlantic University; Jusmeidy Zambrano; Laura Eugenia Eugenia Romero Robles, Tecnologico de MOnterrey
- Tagged Topics
- Diversity
- Tagged Divisions
- International Division (INTL)
learning. o Effective feedback and continuous improvement. o Self-assessment and peer assessment in the engineering context • Module 4: Communicate, Disseminate and Socialize. o Reading, writing, and speaking in teaching contexts. o Writing to publish in engineering and be part of the engineering community as a teacher, student, and/or professional. o Engineering writing standards: norms, styles, etc. • Module 5: Science and Knowledge in Engineering Education o Scientific processes in engineering education. o Bibliographic bases and academic scientific research in engineering. o Open science in engineering education.DurationThe program will have a duration of 140 h
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- International Division (INTL)
likely to participate in studyabroad programs than higher-income students [4]. This paper reports on a novel courseallowing students from the U.S. and Mexico to collaborate across national and lingualboundaries without leaving their home campuses, lowering the financial barriers typicallyassociated with international experiences. II. REVIEW OF RELEVANT LITERATUREThe need for engineers to solve complex problems with international peers has been reiteratedin many studies and reports. A most recent report by the United Nations Educational, Scientific,and Cultural Organization (UNESCO) highlights the importance of building engineeringcapacity across national borders for sustainable development of our global world [5
- 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)
, online asynchronous, and hybrid in-person and online [11]. Through theseprofessional development opportunities, each stakeholder can gain expertise in internationalrelations, educational development, and educational technologies [11]. Students who participatein virtual programs are active learners who perform meaningful activities and reflect on them [11].Through the COIL virtual framework, students can collaborate with peers from various culturalbackgrounds, connecting them to intercultural competencies and global awareness.One of the primary valuable pedagogies in COIL programming is the incorporation of contactsessions with students abroad [12]. Depending on the course, the content of these meetings canvary significantly. As Doscher explained
- 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)
education agenda to strengthen U.S. education and promotethe nation’s international priorities [6].Many engineering educators and professionals contend that studying abroad is among the mosteffective methods to enhance an engineering student’s global competency and to equip them forentry into a global workforce [7], [8], [9], [10]. However, the number of U.S. students whoparticipated in an international academic experience during their time in college make up a mere9% of all enrolled students. Meanwhile, the number of engineering students who study abroadstill lags their peers in other disciplines, such as business and management, social sciences,physical sciences, and arts, according to the 2023 Open Doors Report published by the Instituteof
- 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)
opening is found, Tumaini staff must write arecommendation letter and the student must submit their CV. After the application is complete, ahiring decision is made by the employer. Along the way, students face many barriers such as highcompetition for the limited available employment opportunities and poor perception of streetyouth.Figure 1 – A flowchart for the typical pathways Tumaini students follow while looking foremploymentThroughout our data analysis, five common outcomes arose. We saw that students wereconsistently ending up in one of the following categories: employed in a job related to theirattachment, employed in a job unrelated to their field of study, unemployed, furthering theireducation, or starting their own business. Each of