Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Junichiro Kono, Rice University

Tagged Topics

Curriculum Development

number of U.S. students who choose to pursue graduate study inthis field, while also cultivating a generation of globally aware engineers and scientists who areprepared for international research collaboration.3.1 Program Objectives: The NanoJapan Program is a 12-week summer program that placesfirst- and second-year undergraduate science and engineering students from U.S. universities inresearch internships with Japanese nanotechnology laboratories. The objectives of the educationprogram are to : i) to cultivate an interest in nanotechnology as a field of study among collegestudents; ii) to cultivate the next generation of graduate students in nanotechnology; iii) to add tothe skill set of active nanoscience researchers; iv) to create students

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Teresa Restivo, University of Porto

Tagged Topics

Invited - Student Development

huge number of staff elements involved as well as older students (over 90 people)and student time constraints coming from Bologna process are the main reasons for itbeing impossible to design FEUP Project as one semester long with a more significantnumber of ECTS. Following up the effect of this work it also has not such a strongeffect as expected in the students’ performance in writing, oral and visualcommunication skills. And a reason for this is related with the fact that just only in finalyears students are asked to show these skills. This aspect is also difficult to overcomebecause this would need the collaboration of all teaching staff at FEUP immediatelyafter this effort of students’ initiation in good practices.iJUP – Young Research at

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Brent K Jesiek, Purdue University, West Lafayette; Qin Zhu, Purdue University; Julia D Thompson, Purdue University, West Lafayette; Andrea Mazzurco, Purdue University, West Lafayette; Sang Eun Woo, Purdue University

Tagged Topics

Student and Curriculum Development

University Qin Zhu is a PhD student in the School of Engineering Education at Purdue University. His main research interests include global engineering education, engineering ethics, and philosophy of engineering and technology. He received his BS degree in material sciences and engineering and first PhD degree in philosophy of science and technology (engineering ethics) both from Dalian University of Technology (China).Ms. Julia D Thompson, Purdue University, West LafayetteAndrea MazzurcoProf. Sang Eun Woo, Purdue University Page 21.28.1 c American Society for Engineering Education, 2013

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Danielle Marie Dowling, Tufts Center for Engineering Education and Outreach; Morgan M Hynes, Arizona State University

Tagged Topics

Faculty Development

), and improve students’ attitude towardscience and engineering in general (Haury, 1993). And because inquiry instruction calls uponteachers to adopt the view that “the class is the arena for…exploration of students’ participation,knowledge, and reason” (Hammer, 2005; p. 503), it fosters an educational environment in whichstudent reasoning can be laid bare through debate, discussion, and collective exploration.Creating such a learning community within the classroom is important, because as Beatty et al(2006) have observed, “Telling students what to think is notoriously ineffective; eliciting theirthinking, confronting it with alternatives, and seeking resolution works better.”The focus of this paper will lean more toward the inquiry instruction