Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Kwadwo Osseo-Asare, Penn State University; Victor A Atiemo-Obeng, The Dow Chemical Company (Retired)

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ASEE International Forum

- gineering, Boston University since 2009. He is been an International Associate, National Institute of Science and Technology for Mineral Resources, Water, and Biodiversity, Federal University of Minas Gerais (UFMG), Belo Horizonte, Brazil (INCT Acqua; since 2009. He writes a blog on AqueouSolutions (http://www.aqueousol.blogspot.com). Sample postings include the following: If You Educate a Girl, Page 21.16.1 Part IX, Aug. 8, 2011. Minerals as Materials, Materials as Minerals, Part 2, Feb. 1, 2010. Conversations about Mineral Industry Education: Prof. Richard Amankwah of UMaT, Ghana, July 13, 2009. Materials

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Anna Friesel, Technical University of Denmark Ballerup Campus; Denis GENON-CATALOT, Grenoble Alpes University; Jean-Marc THIRIET, • Univ. Grenoble Alpes; CNRS, GIPSA-lab, F-38402 Grenoble; Michael Helmut Werner DUPE Hoffmann, Inst. of Microwave Techniques, University of Ulm, Germany

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Faculty Development

in EIE, describedin the Official Journal of the European Union1.On the basis to the work of about one hundred teachers in higher education institutions across theEuropean Union, a synthesis of the LLL in the Electrical and Information Engineering field wasanalyzed with the objective of suggesting several experimental approaches and specificdemonstrators to advance understanding of LLL. The project described herein, in the field ofElectrical and Information Engineering, was aimed at fostering interchange, cooperation andmobility between education and training systems within the EU so that they become a qualityreference.ELLEIEC ProjectELLEIEC project consisted of three main parts:1. The first one was dedicated to LLL in EIE in Europe at the

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Megan Elizabeth Sharp, IUPUI School of Engineering and Technology; Alison L. Stevenson, Indiana University-Purdue University Indianapolis

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Student and Curriculum Development

the problems of our society”.26 This curriculum directlyaddresses that concern, and is even co-taught by a female faculty member. In the second andthird courses in this series, students have the opportunity to practice real-life scenarios andwitness their impact first-hand.This curriculum can be directly integrated into undergraduate coursework to fulfill electiverequirements; furthering the potential impact of engineering education and careers. Whenintroduced to these issues and ideas as a student, the potential for impact can be long standingand far reaching. Page 21.18.9Resources 1. Abu-Ghaida, D. and Klasen, S. The Costs of Missing the

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Michael A. Gennert, Worcester Polytechnic Institute; Gretar Tryggvason, University of Notre Dame

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ASEE International Forum

),electrical engineering (EE), mechanical engineering (ME), or software engineering (SE).However, as an inherently multidisciplinary activity, no single discipline provides the breadthdemanded by robotics in the future. Realizing this, universities are now starting to offerundergraduate and graduate degrees in robotics. Worldwide, there are now approximately 10undergraduate programs and an equal number of graduate programs in robotics. Note that theintellectual basis for Robotics Engineering is integration – it is fundamentally a systemsengineering major that is grounded in CE, CS, EE, ME and SE. As such, it is well-positioned toeducate the “entrepreneurial/enterprising engineer” of the 21st century, the engineer who 1)knows everything, 2) can do

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Jared P Coyle, Drexel University; Jamie Lyn Kennedy, Drexel University; Jessica S Ward, Drexel University (Eng. & Eng. Tech.); Adam K Fontecchio, Drexel University (Eng.)

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Curriculum Development

surveysdeveloped by a third party program evaluator. The outcomes of the program in achieving studentengineering self-efficacy, interest in engineering careers, and awareness of global engineeringchallenges through cross-cultural communication are evaluated in the context of program costand overall impact. Future expansion plans of this pilot project are also presented.1. IntroductionThe engineering community in many nations across the world is struggling to attract and retainstudents. This is a concern because a lack of qualified engineers in society creates long-termstructural inabilities to address the challenges both developed and developing societies arefacing.1, 2 Research has shown that exposure to engineering and engineering concepts at the K

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Phillip Albert Sanger, Purdue University, West Lafayette; Julia Ziyatdinova, Kazan National Research Technological University; Vasiliy Grigoryevich Ivanov, KAZAN NATIONAL RESEARCH TECHNOLOGICAL UNIVERSITY; Svetlana Vasilievna Barabanova, Kazan National Research Technological University

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Faculty Development

at technical and engineering universities, wasaimed at reading and translating foreign publications. This approach, however, was shared atthat time by many European scholars [1]. The communicative approach [2] also entered theRussian educational system in the late 20th century, however, it did not spread everywhere.Moreover, there were very few native English language speakers in the faculty and thusopportunities to practice communication skills were limited to major cities like Moscow andSt. Petersburg. Furthermore the Russian language was used for communication in science andeducation in all the socialist countries. The result was that neither students nor faculty had areal need for English language proficiency

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Imin Kao, Stony Brook University (SUNY); Yacov A. Shamash, Stony Brook University; ChoonHo Kim, SUNY Korea

Tagged Topics

Curriculum Development

only the skills of engineering and technology on the SUNY Korea campus, but also the American hallmarks of liberal arts education on the home campus in New York by choosing from among a rich variety of courses taught by nearly a thousand faculty members. This is accomplished by requiring SUNY Korea undergraduate students to take residency for at least two semesters on the home campus at SBU.1. IntroductionMany models of global collaborations exist in forging coalition and collaboration for suchinternational ventures [1-13, 14-17]. Stony Brook University (SBU) was invited by thegovernment of the Republic of Korea to establish a global campus in the new Incheon FreeEconomic Zone (IFEZ) in 2008 to deliver both undergraduate and graduate

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Chi N. Thai, University of Georgia; Yan-Fu Kuo; Ping-Lang Yen, National Taiwan University

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ASEE International Forum

Society for Engineering Education, 2013 Experiences in Cross-Teaching within a Distance Education Environment C. N. Thai1, Y. Kuo2 & P. Yen2 1 University of Georgia, College of Engineering, Athens GA 30602-4435 E-mail: thai@engr.uga.edu - Web site: http://www.engr.uga.edu/~mvteachr 2 National Taiwan University, Bio-Industrial Mechatronics Engineering Department, Taipei, Taiwan. E-mail: ykuo@ntu.edu.tw - Web site: http://bime.ntu.edu.twAbstractA project-based course in Robotics was created to serve as an elective for engineering students atthe University of Georgia (UGA) and

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Keith W Buffinton, Bucknell University; Xiannong Meng, Bucknell University; Margot A Vigeant, Bucknell University

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ASEE International Forum

offering of the course that took place in China in the summer of 2012. Wediscuss the logistics and academic goals in preparing the course, in conducting course activitiesin China, and in assessing outcomes. 1. IntroductionTo succeed and prosper in a global economy and interconnected world, U.S. students needinternational knowledge, intercultural communications skills, and global perspectives.1 Theissues of which an engineering graduate should have knowledge include recognition of theexistence of different cultures, engineering problems and solutions in a culture context, and thesocial impact that an engineering solution may have in a different cultural environment, amongmany others. The College of Engineering of Bucknell University established a

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Edward Godfrey Ochieng, Liverpool John Moores University; Andrew David Price, Lougyhborough University; Ximing Ruan Ruan, University of the West of England

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ASEE International Forum

investigated some of theprocess of developing a global engineering curriculum and important factors for successfulimplementation of a global project engineering curriculum. The next section examined QAAFramework for Qualifications. This is followed by a review of two project engineeringprogrammes at Loughborough University and Leeds University.Application of a quality assurance agency frameworkUnavoidable from scrutiny by the academic population is the QAA Framework forQualifications in the UK. The QAA is the body representing quality standards for highereducation in the UK and has prepared a hierarchy of criteria that define the expectations ofstudy through undergraduate to postgraduate qualifications. The five categories can besummarized as:1

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

Global Engineering Competencies and CasesWhether working on multi-national project teams, navigating geographically dispersed supplychains, or engaging customers and clients abroad, engineering graduates encounter worlds ofprofessional practice that are increasingly global in character. This new reality poses challengesfor engineering educators and employers, who are faced with the formidable task of preparingengineers to be more effective in diverse global contexts. In response, more global learningopportunities are being made available to engineering students, as reflected in gradual yet steadyincreases in the number of global engineering programs and participating students.1 Manycompanies are also offering professional development

Conference Session

Partner Organization Plenary II

Collection

2013 ASEE International Forum

Authors

Michael E. Auer, International Society for Engineering Education (IGIP)

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Partner Society Plenary

Conference Session

Partner Organization Plenary II

Collection

2013 ASEE International Forum

Authors

Vasiliy Ivanov, Kazan National Research Technological University; Svetlana Vasilyevna Barabanova, Kazan National Research Technological University; Mansur Galikhanov, Kazan National Research Technological University; Alina Guzhova, Kazan National Reserch Technological University

Tagged Topics

Partner Society Plenary

create and develop universities that are more closely linked amongthemselves and with research institutions and private enterprise. This cooperation be-tweendifferent actors permit universities to increase both the efficiency and quality of the educationalprocess, to improve such areas of activity as applied research, and to make the most effective useof brainpower, material, information and human resources in the areas of education, science andbusiness, with the goals of training specialists, carrying out research and designing innovativeprojects.Basics laws and regulations for PPPs in Russia include:1. Participation Rules for Employers‟ Associations in the Development and Realization ofthe State Policy for Professional Education; approved

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Brian Bielenberg, Petroleum Institute

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ASEE International Forum

ensure the youth of the country are ready to meet thechallenges of the 21st century workplace.”1, p. 226That local calls for increased interest in engineering in the UAE are being heard is evident inrecent statistics. The number of students enrolled in engineering degree programs in the UAEhas risen from 7,828 in the academic year 2008-9 to 10,783 in 2011-12, a 38% increase in justthree years.7 Concurrently, there has been a dramatic increase in the number of higher educationinstitutes offering degrees in engineering, from fewer than five in 2001 to more than 20 of the 77licensed institutions of higher education offering engineering degrees in 2012. It is vital thatonce enrolled, these students persist in their engineering programs as well as in

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Ruth Rodriguez Gallegos, Tecnológico de Monterrey

Tagged Topics

ASEE International Forum

Engineering Education, 2013 Innovation in the Teaching of Mathematics for Engineers Through Modeling and Technology: a Mexican ExperienceIntroductionThe purpose of this paper is to share the experience of an educational practice in a privateuniversity in the Northeast of México (Tecnológico de Monterrey, Monterrey Campus). Thisexperience is about a different way to teach Calculus and Differential Equations courses forfuture engineers based on a proposal developed by the Math faculty over 14 years. We start thisdocument by showing the background of a proposed DE course.1) Background: Curricular Redesign of Mathematics for EngineersThis proposal set off from the idea of re-designing the scholar mathematical discourse present

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

providing students with “opportunities toexperience how science is done” (NAS, 2012; p. 1) and encouraging them to focus on“modeling, developing explanations, and engaging in critique and evaluation” (NAS, 2012;p. 41). Not only can collaborative design-based projects faithfully enact authentic science and Page 21.34.2engineering practices, they have also been shown to help students reach a deeper understandingof the concepts (Crismond, 2001; Fortus et al, 2004; Kolodner, 2006; Sadler, Coyle & Schwartz,1991), gain theory-building, argumentation, and collaboration skills (Fortus et al, 2005;Kolodner, 2003; Mehalik, Doppelt & Schunn, 2008

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Russel C. Jones, World Expertise LLC

Tagged Topics

Invited - Curriculum Development

world, are strivingto develop diverse economies which allow them to compete effectively in today’s globaleconomy. Much of the effort is appropriately directed to education and associatedactivities which aim toward building “knowledge-based” economies.The Emirate of Abu Dhabi has embarked on a particularly enlightened and aggressiveprogram of economic development, aimed at transforming its current oil-based economyto one based on knowledge and innovation. It is making substantial investments in highereducation, particularly in engineering and science, to develop the human capacity toaccomplish this transition.References Page 21.35.7 1) See http

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Ralph Dreher PhD P.E., International Society for Engineering Education (G

Tagged Topics

Invited - Faculty Development

be a basic requirement for scientific engineeringwork to be able to operate innovatively and efficiently. This is (with a look to the Europeanand in special case the German Situation) the only explanation as to why the EHEA(European Higher Education Area) has declared the fostering of these actions as the essenceof BA Courses of study (Cf. in addition the EU’s demand voiced in the program “New skillsfor new jobs”, which perceives the fostering of the previously presented skills as a keycharacteristic of BA-Courses of study [1]).So it is useful to understand, that BA-Courses have two functions (or that it is a duality). Page 21.36.2They must

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Prue Howard, Central Queensland University; Duncan Andrew Campbell, Queensland University of Technology

Tagged Topics

Invited - Faculty Development

the needs of employers and the profession. Developments from the 1996 review ofengineering education 1 changed the accreditation process from an input (content-based) approachto program development to an outcomes-based approach. This change allowed and encouraged adiversity of approaches to education, while attempting to ensure the same quality of outcome.Since that time, engineering programs throughout Australia have been attempting to implementthe new requirements, which have required the use of constructive alignment of learningoutcomes, learning and teaching activities and assessment. The recent ALTC-supported project“Engineers for the Future” 2 supported this requirement.Although some institutions have implemented the changed curriculum

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Thomas Lachlan Goldfinch, University of Wollongong

Tagged Topics

Invited - Faculty Development

‘culture’ in describing what it is to be interculturally competent9. The Author argues thatthis is where the challenge really begins. Definitions of culture range from those that are verydetailed and specific to those that are more general and all encompassing. Hofstede’s fivedimensions of culture is one such definition that is quite specific10: 1. Power/Distance: how inequalities in prestige, wealth and power are handled, within the family, education, work, politics, religion and ideas; 2. Uncertainty Avoidance: how uncertainty about the future is handled, with artifacts addressing the uncertainties of nature; laws (rules), the behaviour of others; and religion, what we do not know; 3. Individualism/Collectivism: what the

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Reginald Vachon P.E., American Society of Mechanical Engineers; Robert O. Warrington Jr., Michigan Technological University; Robert D. Kersten, University of Central Florida

Tagged Topics

Invited - Faculty Development

Page 21.40.5Science and Technology acting within the framework of the Inter-American Council for IntegralDevelopment (CIDI) of the Organization of American States (OAS). This assembly which tookplace in Lima, Peru in 12 November 2004 adopted the Declaration of Lima. Subsequently, theOffice of Education, Science and Technology (OEST) of the OAS [1] in response to theDeclaration and with the assistance of several major industrial partners sponsored the“Engineering for the Americas Symposium‖ on Capacity Building for Job Creation andHemispheric Competitiveness,‖ in Lima, Peru 29 November-December 2, 2005. The outgrowthof these efforts and subsequent meetings of the Ministers in Mexico (2008) and Panama (2011)is the current mandate for the OAS

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Dirk Schaefer P.E., Georgia Institute of Technology

Tagged Topics

Invited - Faculty Development

students from all walks of life, generations, countries andcontinents, and cultural backgrounds.While Engineering and Engineering Technology (EET) departments have long adapted to thechanging societal needs and revised their curricula so that their graduates will possess relevantskills and knowledge vital to industry and other potential employers, another key question needsto be addressed: “Who is going to educate and prepare the next generation of engineeringeducators?”1 Although it may seem obvious that becoming a professional educator and obtainingthe relevant competencies and skills requires at least some amount of formal qualification,training and experience, current practice still does not sufficiently address the precedingquestion. In

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Dr. Zaini Ujang, Universiti Teknologi Malaysia

Tagged Topics

Invited - Faculty Development

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Vasiliy Grigoryevich Ivanov, KAZAN NATIONAL RESEARCH TECHNOLOGICAL UNIVERSITY; Svetlana Vasilievna Barabanova, Kazan National Research Technological University; Mansur Galikhanov, Kazan National Research Technological University; Alina Guzhova, Kazan National Research Technological University

Tagged Topics

ASEE International Forum

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Keith Willey, University of Technology Sydney; Anne P Gardner, University of Technology, Sydney

Tagged Topics

Invited - Curriculum Development

the development of a collaborative learning activity framework andthe educational technology tool SPARKPLUS. In this paper we use exemplar activities todescribe the findings of these studies and demonstrate both the framework and the supportprovided by SPARKPLUS.IntroductionThere is an expectation by organisations that the professionals they employ, includingengineers, engage in ongoing learning in order to meet the demands of continuing change.Much of this learning is informal, learnt on the job through practice with peers.Recent writers on workplace learning 1, 2 argue that many traditional assumptions aboutprofessional learning are problematic in that learning has often been seen as something thatindividuals do, for example attending a

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Danilo Garbi Zutin P.E., Carinthia University of Applied Sciences

Tagged Topics

Invited - Curriculum Development

apply these systems to continually provide learningopportunities for workers who must adapt to rapidly changing conditions.REFERENCES [1] M. E. Auer, A. Pester and D.G Zutin, Open Source Portal for Online Laboratories, 2007. [2] http://icampus.mit.edu/ilabs/architecture, last visited 25.05.2009 [3] Resource Description Framework. URL: http://www.w3.org/RDF/ – Last visited in 03/2009. [4] D. Allemang ,J. Hendler, Semantic Web for the Working Ontologist: Effective Modeling in RDFS and OWL, Elsevier, 2008. [5] Dublin Core. URL: http://dublincore.org/ [6] Draft Standard for Learning Object Metadata, IEEE-publication 2002 - URL: http://ltsc.ieee.org/wg12/ [7] SKOS – Simple knowledge Organization System. URL: http://www.w3.org/2004/02/skos

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

J. P. Mohsen, University of Louisville; Michael Sanio, American Society of Civil Engineers (ASCE)

Tagged Topics

Invited - Curriculum Development

. Page 21.50.1 c American Society for Engineering Education, 2013 U.S. WFEO ActivitiesIntroductionThe World Federation of Engineering Organizations (WFEO) was created in 1968 with thesupport of the United Nations Environmental, Scientific, and Cultural Organization(UNESCO).1 Its objectives, stated in its Constitution, are to work with Members: toencourage the application of engineering and technological advancement to economic andsocial progress throughout the world; to advance engineering as an equal opportunityprofession in the interest of all people; and to foster peace throughout the world.WFEO represents multi-discipline engineering organizations in more than 70 countrieswith a

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Olga V Shipulina, Simon Fraser University

Tagged Topics

Invited - Curriculum Development

, participated in the study. They were at the end of AP calculus course andhad completed such topics as application and computation of derivatives. The students wereinformed about the goal of the research and that the experiments would be conducted in theschool’s Teacher’s room, outside of regular calculus class time and that each session would last60-90 minutes.The simulated in the Second Live VE setting includes a pond with shallow water, surrounded bybushes and trees (Figure 1). Figure 1. Simulated in the Second Life VE SettingThe environment is programmed so that walking/running speed on land is twice as fast aswalking/running speed in water. There are two green small round platforms: one platform islocated on land near the

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Lynette Frances Johns-Boast, Australian National University

Tagged Topics

Invited - Curriculum Development

institutionsoffer their stakeholders 1 as it both determines and drives outcomes. Despite this, the most notableoutcome of a “review of the literature on curriculum in higher education in the UK, the USA andAustralia … [is that there] is the dearth of writing on the subject” 2. That literature which doesaddress higher education curricula assumes a common understanding of the term curriculum andtargets curriculum related issues such as ‘inclusive curriculum’, ‘learner-centered curriculum’,internationalization of the curriculum or it focuses on the design of individual courses – that is,single units of study 2.Accepting that an important aspect of our role as academics is “not to impart knowledge, but todesign learning environments that support knowledge

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Abdel F. Isakovic, Khalifa University of Science, Technology and Research; Szu Szu F Ling, Khalifa University of Science, Technology and Research; Selwa Mokhtar Boularaoui, Khalifa University of Science, Technology & Research; Sara Bashir Timraz; Mualla Kara

Tagged Topics

Student and Curriculum Development

of thepresent day UAE towards an information-driven economy and sustainable energy society by theyear 2030, as outlined in the ambitious plan titled “Abu Dhabi 2030”1. This report outlines the motivation, standards and initial critical feedback on the start-upefforts to establish a multi-purpose chemistry laboratory to serve the needs of the BiomedicalEngineering Department faculty and students. The build-up of such a relatively broad laboratorycapability has several aspects that make the effort worthy of a critical look in respect to theglobal competence of KUSTAR engineering graduates2,3, such as:a. The hiring plans for Khalifa University, in general, and for the Biomedical Engineering Department in particular, focus on attracting