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

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Student and Curriculum Development

, Japan and Singapore, has at least indirectly contributed to the stabilization of theexpectation about the global competencies (perhaps more so for graduate students in engineeringthan for undergraduates), despite the apparent difficulties1,2,3,6 in quantifying what thesecompetencies might entail. At KUSTAR, like elsewhere in the UAE and in the broader MENAand Persian Gulf region, the startup package is not a common practice, and different universitieshave adopted different models of supporting their research faculty, but, even when some supportexists, it is approximately an order of magnitude below the North American investment in juniorfaculty. Due to the lack of systematic investment, we sought a different mode of laboratorybuildup, planning

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

a global environment, not only in terms of markets butalso design, production and service. It is therefore essential that engineering graduates have anorientation towards this globalization and are prepared to operate effectively within it.”37This curriculum will enhance our students’ education by providing them a unique opportunity towork on multidisciplinary teams and attack global issues. Presenting students with problems thataffect the world around us will always create more compassionate graduates. In this case, thereare also best practices that promote this type of curriculum.The Engineering Technology degrees offered by the School of Engineering and Technology areaccredited by ABET. As part of the accreditation, programs decide on

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

Page 21.55.98 performed research during their undergraduate studies as well, which speaks to the accuracy of the NanoJapan experience in particular.” Professional network: The final theme that emerged from these qualitative responses was the importance of building a professional network. Some program alums explained that they were still in contact with their Japanese research hosts. Others described that the NanoJapan program itself provided them with a valuable network of peers interested in science, with whom they could consult about graduate school and career options.5.0 Impact on STEM EducationIn 2008, the NanoJapan Program was awarded an IIE Heiskell Award as a ‘Best Practice inStudy Abroad’ for expanding

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

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Student and Curriculum Development

opportunities to help their employeeslearn foreign languages and cultures, cultural etiquette, and global leadership skills. Nonetheless,there remains a lack of clarity about what specific competencies are most important for globalengineers, much less what training techniques best support development of such capabilities.These difficulties are further compounded by a large and diffuse body of literature discussingtechnical work practices in global context, including for engineers and other professionals.In response to these challenges, this paper reports preliminary results of a comprehensiveliterature review focused on engineering in global context. The analyzed literature includesarticles, papers, and reports drawn primarily from the fields of

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Brian Bielenberg, Petroleum Institute

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ASEE International Forum

Paper ID #8328Infusing Engineering Practice into the Core to Meet the Needs of a Knowledge-based EconomyDr. Brian Bielenberg, Petroleum Institute Dr. Brian Bielenberg holds a Bachelor’s Degree in Metallurgical Engineering, a Master’s in Materials Science, and a Ph.D. in Education. His research interests revolve around engineering education reform, content and language integrated learning, and academic language and literacy needs in design classrooms. He currently serves as Head of the Center for Excellence in Learning and Teaching and Assistant Director of the Arts and Sciences Program at the Petroleum Institute in Abu

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Sigrid Berka, University of Rhode Island; Walter von Reinhart, University of Rhode Island; Erin Papa, University of Rhode Island

Tagged Topics

Invited - Student Development

focus group of corporations in the Stateof Rhode Island who received these graduates,. In order to better understand the overall nature ofbusiness needs, especially multilingual demands, a variety of representatives from businesseswere interviewed. Interviewees were selected based upon the fiscal impact of their companies onthe Rhode Island economy and upon the importance and utility of services provided to thepublic. All interviewees were emailed the interview questions in advance. The assessment didnot attempt to analyze every business entity, and in this sense, should not be consideredcomprehensive. The 25-year old International Engineering Program at the University of Rhode Island wasoriginally designed as a dual-degree program for German

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Eleonore Lickl, HBLVA for Chemical Industry

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Invited - Student Development

. Page 21.41.4ProjectsIn 1999 the Federal Austrian Ministry for Education and Culture published a report aboutprojects on Austrian VET schools and colleges, to “show the performance of the schools andcolleges to an interested public”20. 40 % of the 471 reviewed projects had partners from industry.Students had studied the disciplines building construction, chemistry, IT, electronic, electricalengineering, interior design, wood technology, food technology, manufacturing systemsengineering and others while doing their projects.In 2002 another review showed that in the teaching period 2001/2002 42 teaching institutionswith 1336 projects had been evaluated. 66 % of these projects had a practical impact, in 44 % ofthe project an external partner were

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Steven Chingnam Goh, University of Southern Queensland

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ASEE International Forum

engineeringgraduates and professional competence. These agreements govern mutual recognition ofengineering qualifications. For example, the Washington, Sydney and Dublin accords forengineering, technologist, and technician graduate respectively3,4. In addition, there are threeagreements that aim to address the recognition of equivalence at the practicing engineer level,where individual evaluation of experience and expertise (not qualifications) are seen to meetthe benchmark standard. That is, a person recognized in one country as reaching the agreedinternational standard of competence should be able to obtain registration in another countrythat is party to the agreement with minimal assessment3,4.These accords and agreements have allowed increased mobility of

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Patrick D Ulrich, Harvard School of Engineering and Applied Sciences; Chad D Vecitis; Jason Dyett, Harvard University, DRCLAS; Monica F A Porto, USP

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Student Development

Vecitis Lab, and anundergraduate from Poli-USP also came for 6 months. This collaboration has resulted in anumber of co-authored manuscripts and a U.S. patent application. Additionally, they havecontinued to strengthen their collaboration through researcher exchange. A SEAS graduate from2012 is currently spending one year in Professor Mierzwa's lab at Poli-USP as a research fellow.She is working closely with a doctoral student that is beginning his dissertation research andplans to spend time in the Vecitis Lab at Harvard in the future. Figure 2. Students overwhelmingly reported that they expect the 2013 Collaborative Field Course will have an impact on their future academic and professional plans.The course has opened

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

early course on ”Mixer Selection, Scale-up and Design” was devel- oped into the Dow Mixing Manual and Mixing Course. Victor served for many years on the Executive Council of the North American Mixing Forum (NAMF), a division of the American Institute of Chemical Engineers (AIChE). While in that capacity, he was invited to be co-editor as well as contributing author of several chapters of the world-acclaimed ”Handbook of Industrial Mixing: Science and Practice” published in 2004 by John Wiley & Sons, Inc. In support of Dow’s commitment to achieving a diverse work force, Victor co-created the award-winning Building Engineering and Science Talent (BEST) Symposium at Dow to introduce doctoral and post-doctoral

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

informal learning in professional practice, flipped learning, academic standards, and improving peer review. Keith is an Australian Learning and Teaching Council Fellow. He has received several awards including an Engineers Australia Engineering Excel- lence Award (Education and Training), the UTS Medal for Teaching and Research Integration and both the Australasian Association of Engineering Education (AaeE) Teaching Excellence and Research Design Awards. Keith has been a visiting scholar at universities in Australia, Europe, North America and Asia. His commitment to developing high quality teaching and learning practices is supported by his educa- tional research that has been published in numerous conference papers

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Richard F. Vaz, Worcester Polytechnic Institute

Tagged Topics

Faculty Development

academic unit focused on local and regional sustainability in support of WPI’s interdisciplinary degree requirement, the Interactive Qualifying Project. Rick also oversees WPI’s Global Perspective Program, a worldwide network of 35 Project Centers to which more than 700 students per year travel to address problems for local agencies and organizations under faculty supervision. Rick’s teaching and research interests include service and experiential learning, engineering design and appropriate technology, and internationalizing engineering education. He has developed and advised hundreds of student research projects in the Americas, Africa, Australia, Asia, and Europe. Rick has published over 55 peer-reviewed or

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

Paper ID #8249Exploring Engineering in China in a Global and Societal ContextProf. Keith W Buffinton, Bucknell University Keith W. Buffinton is Dean of the College of Engineering and Professor of Mechanical Engineering at Bucknell University. He received his B.S. in Mechanical Engineering from Tufts and his M.S. and Ph.D. from Stanford. Following his graduate studies, he worked as a post-doctoral researcher in the Institute for Mechanics at the Swiss Federal Institute of Technology in Zurich, Switzerland. From 2001 through 2004 he served as co-director of Bucknell’s Institute for Leadership in Technology and Management and

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

Competency in Engineering, which led to the development of a range of learning resources targeting students’ development of intercultural competency (engineeringacrosscultures.org). Past projects also include: ALTC project A Pro-Active Approach to Addressing Student Learning Di- versity in Engineering Mechanics; A graduate attribute led curriculum review for UTEM, Chile; and the implementation of UoW’s University Learning and Teaching course at ImamU, Saudi Arabia. In 2009 he was awarded a vice-chancellors award for outstanding contribution to teaching and learning in the area of graduate attributes and has published numerous papers on engineering education research and practice

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

William Robinson, Stevens Institute of Technology; Michael Pennotti, Stevens Institute of Technology

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ASEE International Forum

Institute of Technology Michael Pennotti, Ph.D. is Director, Systems Programs and a Distinguished Service Professor in the School of Systems and Enterprises at Stevens Institute of Technology. Prior to joining Stevens in 2001, Mike spent twenty years in systems engineering practice and leadership at Bell Laboratories, primarily working on undersea surveillance systems for the Navy. He then spent ten years applying the same prin- ciples and practices to organizations and enterprises as a member of the senior leadership teams of three different AT&T businesses. Since joining Stevens in 2001, Mike has helped develop the SDOE Program into one of premier systems engineering graduate programs in the U.S. He has taught

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

– foundations of teachingand learning. Tier 2: Scholarship – educational research and scholarly work in the field. Tier 3:Practice and Portfolio – reflective teaching portfolio development and peer mentoring.Tier 1 Content: Foundations of Teaching and Learning - Putting theory into practiceAreas of focus for this level of faculty development should include:  Learning styles/Learning processes.  Learning theory.  Course and curriculum design.  Constructive Alignment.  Active learning (student engagement).  Assessment and Evaluation.  Teaching with Technology.Tier 2 Content: Scholarship:In this level participants become engaged in a largely self-directed process of developing,documenting, and exploring their own ‘mental model’ of

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Brett Tempest, University of North Carolina, Charlotte; Miguel Pando P.E., University of North Carolina, Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Michael Adam Hoff, UNC Charlotte

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ASEE International Forum

development?  Service learning is useful for acquainting students with elements of professional practice such as communication, relationship building and networking as well as the required level of care for various tasks. o Service learning improves student understanding of the impact of engineering designs and solutions to real projects that can have a positive impact on different groups in society.2) Compare the value of international experiences with the value of similar domestic experiences  Because of the regional diversity present in the United States, I believe that domestic service learning projects can provide an equally rich experience as international ones

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Lueny Morell, Hewlett-Packard Corporation

Tagged Topics

ASEE International Forum

and University of Puerto Rico Mayagüez colleagues12. These workshops aretailored for engineering faculty and engineering deans interested in renovating theirengineering programs to better serve their country/region’s needs. Faculty from relateddisciplines and graduate students interested in pursuing academic careers are encouraged toattend. The workshops provide a space and time for faculty and deans to learn aboutengineering education issues, revamping its curricula, effective teaching/learning methodsand become aware of best practices so they can become more effective educators.During the last two years, HP has partnered with IIDEA, the International Institute forDeveloping Engineering Academics13, to not only sponsor, but also participate

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

-sector linkages in line with to the social and economic situation of their countries; b. Promote the strengthening of science, technology, engineering and mathematics (STEM) education in primary and secondary schools; c. Encourage opinion surveys among secondary school students on science and scientific professions. d. Define the theme and supervise the development of a case study and/or project for the sharing of best practices and experiences in the region and make recommendations to COMCYT to take action; e. Promote the continued professional development of faculty members in their fields and periodic training on the latest teaching and research methods; f

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

necessary to understandglobal and environmental the impact of engineering solutions in a global,responsibilities of the professional economic, environmental, and societal contextengineer, and the need for sustainable (j) A knowledge of contemporary issuesdevelopmentUnderstanding of the principles ofsustainable design and developmentUnderstanding of professional and (f) An understanding of professional and ethicalethical responsibilities and commitment responsibilityto themExpectation of the need to undertake (i) A recognition of the need for, and an ability tolifelong learning, and capacity to do so engage in life–long learningThis table illustrates the similarities between the graduate

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

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

Tagged Topics

ASEE International Forum

cooperation in engineering education, particularly the sharing of best-practice learning materials. Page 21.14.1 c American Society for Engineering Education, 2013 Are Australian and American Engineering Education Programs the Same? The Similarities and Differences between Australian and American Engineering Accreditation ProceduresAbstractIn our ever more globally connected world, one of the principal objectives for engineeringeducation accreditation standards is to maintain the international standard of quality of ourengineering graduates. However, most of the world's

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Masakatsu Matsuishi, Kanazawa Institute of Technology; Hiroko Fudano, Kanazawa Institute of Technology; Jun Fudano, Kanazawa Institute of Technology; Scott Clark, Rose-Hulman Institute of Technology; Richard Eugene Stamper P.E., Rose-Hulman Institute of Technology

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Curriculum Development

International Exchange ProgramsKIT and RHIT have been actively conducting education and research exchange programs aftersigning a Memorandum of Understanding in 1992. The international exchange programs includestudy abroad programs, a summer intensive Japanese program, and joint students’ projects.2.1 Study Abroad ProgramKIT offers two study abroad programs: a senior students program and a graduate students Page 21.13.3program. Both programs help participants learn American lifestyle, culture, and history. Studentsare expected to acquire knowledge considered essential for international competence byparticipating in the programs. The study abroad

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Kimberly Lau, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley; Sara L. Beckman, Haas School of Business

Tagged Topics

Student Development

Engineering and Business for Sustainability graduate certificate program. She works with approximately 50 San Francisco Bay Area companies and nonprofits on a number of product design and sustainability class and research projects. Agogino served as Chair of the UC Berkeley Division of the Academic Senate and has served in a number of other administrative positions at UC Berkeley including Associate Dean of Engineering, Director of the Instructional Technology Program and Faculty Assistant to the Executive Vice Chancellor and Provost. She also served as Director for Synthesis, an NSF-sponsored coalition of eight universities with the goal of reforming undergraduate engineering education, and continues as PI for Engineering

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Stephen Hundley, Indiana University Purdue University, Indianapolis; Lynn G Brown, The Boeing Company

Tagged Topics

Faculty Development

? In what ways can the attributes be mapped to existing work, such as Grand Challenges, ABET, Engineer of 2020, Project Kaleidoscope, and the National Survey of Student Engagement?To help answer these and other questions, specific next steps in the project include: Analysis, interpretation, and dissemination of survey results via a project report (released in fall 2013) Page 21.64.10 Development of outcome statements for each attributes, informed through the literature and best practices of CMC member organizations Validation of outcomes statement for attributes through focus group research, funded by a CMC partner

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

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

Tagged Topics

ASEE International Forum

moved from the Worcester Polytechnic Institute, where he was the Head of the Department of Mechanical Engineering, in 2010. Tryggvason received his doctorate from Brown University in 1985 and spent a year as a postdoctoral researcher at the Courant Institute. After fifteen years as a professor of Mechanical Engineering and Applied Mechanics at the University of Michigan, he moved to WPI in 2000. He has also held short term visiting positions at Caltech, NASA Lewis Engineering Research Center, University of Marseilles, and University of Paris VI. Professor Tryg- gvason is well known for his research on numerical simulations of multiphase and free-surface flows, vortex flows, and flows with phase changes. He is an

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Robyne Bowering, Monash University

Tagged Topics

Invited - Student Development

design and teach a STEM-based unit of work. Robyne’s pedagogical focus is on providing the best learn- ing environment for individual student growth and her current research interest is how learning to teach provides engineering students with the cognitive, conative and metacognitive skills needed for effective problem-solving in the engineering workplace. Page 21.46.1 c American Society for Engineering Education, 2013 Preparing the Global Engineer: How learning to teach in a Service-LearningProject Develops Effective Oral Communication Skills in Engineering Students.AbstractGlobalisation

Conference Session

Reception & Poster Session

Collection

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

Tagged Topics

ASEE International Forum

from the first round of three rounds.2.0 Literature ReviewMost contemporary research on how international experiences and education impact engineeringstudents is anecdotal; there is only emergent empirical research to guide educational practices 11.The factors cited for why engineering students’ international experiences include limitedspecifically designed engineering programs with foci on global competence, and the risk ofdelaying graduation when international experiences are included as a degree requirement. Yetthere are notable exceptions. Parkinson provides an overview of 24 exemplary programs, notingthat a few have ambitious goals to increase their number of graduates with an internationalexperience. These include Georgia Tech with a