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

and the support of learning; contribution to the design and planning of learning activities; assessment and giving feedback to learners; developing effective learning environments and learner support systems).  Have gained an understanding of the learning process, drawing on recognized learning theories.  Have developed an understanding of students, including issues of intellectual and social development, learning styles and differences in student approaches to learning.  Have been engaged in instructional design at lecture, module, course, or curriculum level.  Have been exposed to various methods of instructional delivery, including an overview of teaching methods appropriate for

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Mohammed A Omar, Clemson University

Tagged Topics

ASEE International Forum

presents anddiscusses the multi-faceted approach applied by the Clemson University when developing itsautomotive engineering program. The presented study will first discuss the special attributes ofthe automotive industry that render it the most aware and sensitive to the global context.Subsequent sections will introduce the curricula development while highlighting its globalaspects and the operational plan set in place to ensure the delivery of such curriculum.2-­‐  The  Global  nature  of  the  automotive  industry  Inspecting the automotive industry and its operating environment; specifically its customer base,governing bodies, and competition style, demonstrates following unique attributes that makesuch industry most globally aware:- Market

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Robert O. Warrington Jr., Michigan Technological University; Madelyn Marie Espinosa, Michigan Technological University - Pavlis Institute; Helena Keller, Michigan Technological University

Tagged Topics

Student Development

the program. Thisaspect of culture reinforced the role of Pavlis faculty members as “leaders” of the student group,and is one of the main reasons that Pavlis trips are designed to be student-led. If the faculty hadremained with the group for the duration of the international experience, students would havehad far fewer opportunities to develop their own skills as leaders because all questions involvingdecision-making and planning would have been directed towards the faculty members.As it was, Pavlis students did experience significant improvement to communication skills aftertheir international experiences. 80% of Pavlis alumni agreed or strongly agreed that Pavlisimproved their skills in verbal communication, while 65% said it improved their

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

market.Nonconformance of the labor force, the educational level of professionals and quickly evolvingbusiness requirements represent 3 aspects that have hindered this evolution. There has been along-felt need to modernize the professional education system, particularly because Russia, aswell as many other countries, lacks skilled engineers. One potential solution to help solve thisproblem is to develop new approaches to engineering education.The Socio-Economic Development Plan of the Russian Federation which enunciates the goals ofthe educational system to the year 2020 includes establishing world-class research and educationcenters that integrate advanced research and educational programs to staff and develop nationalinnovation projects. Other important goal

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

absolutely. This approach has led to a greater level ofacceptance of the need for flexibility in teaching approaches and to plan alternative strategiesfor explaining ideas and facilitating learning activities. The effect of this approach in staffdevelopment has not been evaluated externally. However, the invitation extended to theauthor from the design subject lecturer and tutors to redevelop the entire subject around thisapproach gives some cause for optimism about its usefulness as both an educational designand staff development tool.Where to next?This discussion paper has presented some of the author’s experiences in addressing thechallenging area of Intercultural Competency in engineering education. In the process ofaddressing this challenge, an

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Eleonore Lickl, HBLVA for Chemical Industry

Tagged Topics

Invited - Student Development

of autonomous learning and knowledge management (learning to learn and to use what has had been learned),  connection between theoretical-conceptual learning and learning through action and experiments.Student focused approachFaculty were mentioned in that ministerial guideline for diploma projects only marginal: as far asthey should support the projects they are interested in (and the students are interested in); theirrole lie in the subject competence as background, but mainly in providing assistance withstructuring of planning and decision-making processes, to help with methodological expertise, towork on intergroup dynamic processes and to help with evaluation and reflection

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Edward J. Berger, University of Virginia; Reid Bailey, University of Virginia

Tagged Topics

Student Development

. GCOs 3(c) and 4(d)engage students in retaining "composure and equanimity when they don't have information tocope with uncertainty (tolerance for ambiguity)" and coping "with frustration, adversity, orchallenging circumstances (resilience)", both of which once again express the great challenges ofpracticing engineering in a global context. While the GCOs are written for the entire universityand all its disciplines, it is clear that many of them have a special resonance for engineeringeducation and practice.Pre-Departure Planning and the Beginning of the S.A. ExperienceThe student lifecycle for study abroad experiences at our university takes the following format.In brief, students are introduced to available programs via advertisements, flyers

Conference Session

Partner Organization Plenary III

Collection

2013 ASEE International Forum

Authors

Lyn Brodie, University of Southern Queensland; Frank Bullen, University of Southern Queensland

Tagged Topics

Partner Society Plenary

research to teaching which lead to measurable improvements ineducational outcomes and high quality publications. The Association is operational managedthough an Executive Committee elected by the members at its annual general meeting held atits annual national conference. As indicated earlier both ACED and EA have representationon the Executive group. It is the Executive that awards the annual conference on a Page 21.7.6competitive basis, plans the annual workshops and bids for funding from ACED. Theoutcomes for 2010 to 2012 are listed in Table 2. It is also worth noting that the tyranny ofdistance has not deterred its effectiveness, which is an

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

Tagged Topics

Faculty Development

, skills, and competences, and todevelop better behavioural practices that will be of use to them in the planning, establishmentand subsequent running of their own business. The objective of the ELLEIEC project was toestablish the framework for the VCE, to create a small number of modules and undertakeexperiments to assess its effectiveness.The VCE offers three modes of study by which learners can develop their enterprise knowledge,skills, and competences:1. Mentor supported learning in which a student completes a module with the support of a mentor who may or may not be in the student’s institution. The mentor also undertakes the assessment of, skills, and competences at the end of the module.2. Self-study modules individuals can take at

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

thebenefits of our classroom communication system. In the fall of 2011, we started the first leg ofour project by collecting data from our Design Team members. Informed by an analysis ofinterviews with and observations of our teachers, we formulated a set of design principles thatcalled for technology that (1) could use existing resources within any classroom environment,thus minimizing its technological footprint, (2) would make students’ thoughts readily visible sothat they could engage in discussion and collective knowledge building, and (3) would helpteachers focus on student thinking. The result was the “Thought Cloud,” a Web-based platformthat aggregates and shares students’ ideas. Before class, a teacher constructs a lesson plan, ormodule