Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Devanandham Henry, Stevens Institute of Technology / Systems Engineering Research Center (SERC); Tim L Ferris, University of South Australia; Alice F. Squires, Stevens Institute of Technology (SES); Massood Towhidnejad, Embry-Riddle Aeronautical Univ., Daytona Beach

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Paper ID #8342Organizing the Graduate Reference Curriculum for Systems Engineering(GRCSE) for International RelevanceMr. Devanandham Henry, Stevens Institute of Technology / Systems Engineering Research Center (SERC) Mr. Henry is a doctoral candidate at the Stevens Institute of Technology, Hoboken, NJ working on a PhD is Systems Engineering. He is also a researcher with the Systems Engineering Research Center, and an author of the Systems Engineering Body of Knowledge (SEBoK) and the Graduate Reference Curriculum for Systems Engineering (GRCSE). He holds a B.Tech degree in Aeronautical Engineering from Anna University

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

heterogeneity of the student backgrounds, but a major contributor is the three-week timeframe for the courses. It is not likely that a longer time can be allotted in the foreseeable future, given the time commitments of visiting faculty at their home institutions and the limited financial resources at AUST for acquiring permanent faculty. Nonetheless, for the core courses to be useful as foundations for the Materials Program, they should be well assimilated by the students. A possible solution is to develop two-part core courses, e.g., Thermodynamics 1 and 2. Context and pedagogy. AUST is located in Africa. Should this make a difference in the Materials curriculum? One cannot seriously claim that there is an “African” Materials

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Steven Chingnam Goh, University of Southern Queensland

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-stakeholders; Genuine social and ethical attributes; Strong emotional intelligence; Strong intelligence leadership; Strong leadership in sustainability; Confidence in presence and abilities; Strong business and commercial acumens; and An in-depth knowledge of one’s industry.From the attributes above, it is proposed that the learning journey start in the early yearsworking as a graduate engineer in pursuit of their professional or chartered status. It shouldincorporate and integrate personal, professional and educational development with closesupervision by mentors, both within the industry and academia. It is possible to complete thelearning journey in an intensive 3 year timeframe, but a more realistic 5 year timeframe

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Brian Bielenberg, Petroleum Institute

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ASEE International Forum

of professional engineering such as design and professional skills. Today, engineeringschools are mostly populated by engineering researchers who are less familiar, and lesscomfortable, with a curriculum that integrates theory and practice, and who have little if anyindustrial experience. The result is a focus on specialized disciplinary knowledge thatemphasizes the fundamentals of engineering, with little space for the development ofprofessional skills or a broader understanding of what it means to be an engineer and the role ofengineering in society.The current state of engineering education has led to numerous publications calling for reform.These include titles such as Educating the Engineer of 2020: Adapting Engineering Education tothe

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Mohammed A Omar, Clemson University

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ASEE International Forum

, L.J., Bestererfield-Sacre, M., McGourty, J., “The ABET professional skills can theybe taught? Can they be assessed?” Journal of Engineering Education,Vol. 94, No. 1, 2005, pp. 41– 55.[5] American National Standards Institute, ANSI 2002a: National Standards Strategy for theUnited States, Washington DC, ASNI publication.[6] Omar, M. A., Kurfess, T., Mears, L., Kiggans, R. “Organizational learning in the automotivemanufacturing; a strategic choice”, Journal of Intelligent Manufacturing, ISSN 0956-5515, DOI10.1007/s10845-009-0330-6. 2009[7] Miller, M. H., “Industry internships as a tool for curriculum development”, Seattle, WA,USA, ASEE, Washington, DC, 1998[8] Beasley,  D.  E.,  Biggers,  S.  B.,  “Curriculum  development:  an  integrated

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Lueny Morell, Hewlett-Packard Corporation

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Labs in 2002 she has lead the development of various strategic partnerships with governments, HP customers and partner universities to catalyze ideas, resources and develop talent for innovation. Lu- eny has a BS in ChE from the University of Puerto Rico and an MS in ChE from Stanford University. Before joining HP, Lueny was full professor of ChE at the University of Puerto Rico – Mayag¨uez Cam- pus where she held various positions including associate dean of engineering and director Campus R&D. Recipient of various awards including the prestigious US National Academy of Engineering Bernard M. Gordon award for innovations in the engineering curriculum, she is a licensed engineer, an IEEE Senior Member, an ASEE

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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400 in refereed journals and conferences pa- pers. He has supervised 49 completed PhD/EngD students from 28 countries, and has been Principal or Co-investigator on over 30 completed funded projects.Dr. Ximing Ruan Ruan, University of the West of England Dr Ximing Ruan is a Senior Lecturer in Project Management at the University of the West of England. After working in IT and construction industry for 10 years, he pursued degrees at Northumbria University in the UK, including an MBA from the Business School and a PhD in Project Management from the Built Environment School. His publications have been focusing on knowledge management and integration in projects, organisational coordination in project process, and the

Conference Session

Reception & Poster Session

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2013 ASEE International Forum

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Gisele Ragusa, University of Southern California; Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Larry J. Shuman, University of Pittsburgh; Lucia Howard

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ASEE International Forum

teamwork, with morphing responses into coded subcategories of: cultural,political, and religious awareness, as well as value-based traits of open-mindedness.Twelve of 18 (66.6%) respondents indicated the importance of having proficiency in at leastone foreign language as an important skill to succeed in a global professional environment.Eleven of 18 (61.1%) participants noted cross/inter-cultural communication as a critical qualityof becoming a globally prepared engineer. Several responses referenced the importance ofbeing aware of one’s own cultural perspective, being curious, keeping abreast of worldnews/events and integrated thinking. One respondent stated, “I don't think that the question of‘globally prepared engineer’ is about technical

Conference Session

Reception & Poster Session

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2013 ASEE International Forum

Authors

Farida Tagirovna Shageeva, Kazan National Research Technological University; Natalia Vladimirovna Kraysman; Inna Mikhailovna Gorodetskaya, Kazan National Research Technological University; Vasiliy Grigoryevich Ivanov, KAZAN NATIONAL RESEARCH TECHNOLOGICAL UNIVERSITY

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ASEE International Forum

competence (good knowledge of foreign languages) acontemporary person and professional should have intercultural competence, i.e. be able tocommunicate successfully with people from different countries and cultures. Intercultural competence is an integral part of socio-psychological competence. Itcomprises general and specific culturological knowledge; practical communication skills(including psychological and linguistic skills), intercultural psychological sensibility and ethnicaltolerance [2][3]. To increase the external competitiveness of graduates the FAE of the Kazan NationalResearch Technological University introduces courses aimed at development of interculturalcompetence. Such courses are suggested in the following curriculums

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Alina Yurievna Khramova, Kazan National Research Technological University; Vasil Yurievich Khramov; Vasiliy Grigoryevich Ivanov, KAZAN NATIONAL RESEARCH TECHNOLOGICAL UNIVERSITY

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translate original texts in English, have consequentialmonologue and dialogue speech skills, understand oral speech (monologue and dialogue),active use most common grammar patterns, be able to speak in public: make reports andspeeches, have writing competences for written communication and publications. Regional geography, culturological information, day-to-day realities, and other dataare also included into the curriculum. It is not a question of entertaining, but an inner demandof the educational process itself. Students should master the skill of interculturalcommunication and cultural dialogue. To acquire the personal experience in linguoculturalcommunication students must be put into the situations where they can use the language as

Conference Session

Reception & Poster Session

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2013 ASEE International Forum

Authors

Amos G Winter V, MIT; Robert James Stoner, Massachusetts Institute of Technology; Charles H Fine, MIT Sloan School of Management

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ASEE International Forum

fortesting a range of strategies for pollution control in Indian industrial clusters. Taking a regionalapproach allows the team to analyze many manufacturing facilities in an integral ecosystem,providing an opportunity to develop scalable results.ConclusionThe Tata Center for Technology and Design is providing a venue for MIT faculty and students todevelop and apply technological, systems, and management skills to make a positive impact ondeveloping and emerging markets. We have structured a program that provides Tata Fellowswith an immersive experience in India that will broaden their perspective on the technological,systems, and management challenges and opportunities in development, as well as training forhow to implement tractable and successful

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Scott Grenquist, Wentworth Institute of Technology; Roger G. Hadgraft, RMIT University

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ASEE International Forum

, PhD is Innovation Professor in Engineering Education in the School of Aerospace, Mechanical and Manufacturing Engineering at RMIT University. He is a civil engineer with 20 years involvement in leading change in engineering education, with a particular focus on problem/project-based learning (PBL), at RMIT, Monash and Melbourne Universities. Roger is an ALTC Discipline Scholar in Engineering and ICT, having co-developed the draft national academic standards for the discipline. He is currently Program Director for the Bachelor of Sustainable Systems Engineering and also works on curriculum issues across the College of Science, Engineering and Health at RMIT. He is a passionate advocate of national and international