Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Mohammad Kamal Hossain, Tuskegee University; Stacy Benjamin, Northwestern University; Kwanju Kim, Hongik University; Manuel Löwer, RWTH Aachen University; Pradosh K. Ray, Tuskegee University

Tagged Topics

Faculty Development

learned how to collaboratewith their peers from a different cultural environment residing in different time zones.IntroductionUniversities have the responsibility to educate their engineering students in such a way that theyare able to provide effective and responsible solutions to human-social-environmental needs asan individual as well as a member of a team after graduation with a BS degree in engineering.Engineering capstone design projects are typically taught by forming a team of several studentsfrom the same discipline. However, it is not enough to make them competent workers in today’sglobal market or to act as a better workforce. Universities need to prepare students to be able towork in a diversified environment so that they can interact

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

didactics in STEM field and the professionalization of kindergarden personnel in STEM. Page 21.41.1 c American Society for Engineering Education, 2013 Faculty professionalization in industry sponsored projects in Austrian Vocational Education and TrainingSince the end of the 1990s Austrian VET college student can work on industry sponsoredprojects in their last two semesters of study. As the term capstone project is not used in Austria,these projects are called diploma projects, their final examination has also the term diplomaexamination.The Austrian school system has a

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

ampleexamples.Product case studies with global implications – Unmanned Aerial Vehicles / Systems(UAV/UAS) and Unmanned Underwater Vehicles can cross national boundaries, presentingopportunities to discuss global issues in classroom activities and in-class projects, or in stand-alone capstone and other required projects. See, for example, [8] which examines robotics inocean-based farming and the effect of the Law of the Seas Treaty.Code of Ethics – Many engineering programs require coursework on ethics. The proposedRobotics Engineering Code of Ethics [9] can be a valuable resource. It touches on global issues,such as the responsibility to protect the global environment, respect for diverse cultures, andawareness of international laws.Off-campus projects – Some

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Jean N. Koster, University of Colorado, Boulder

Tagged Topics

Student and Curriculum Development

Dimeff), NASA grant NNX09AF65G (CDIO-NAAP (North America Aerospace Project)), Tigon EnerTec, Inc., Plandienst, the Erich-Becker-Foundation and the “Verein der Freunde der Luft- und Raumfahrttechnik der Universität Stuttgart e.V.” association.References:1. Michael Nielsen, Reinventing Discovery: The New Era of Networked Science, (New York: Princeton Univ. Press: 2011)2. Kyle, Peterson, A Wing And A Prayer: Outsourcing At Boeing [Rep. Everett: Reuters, 2011. http://graphics.thomsonreuters.com/11/01/Boeing.pdf]3. P. Witte, W. Cann and H. Jiminez, “Capstone Design Project Challenges in Inter-Institutional, Geographically Dispersed Teams”, AIAA 2010-893, 2010.4. Xiaohua Lu, Yinghui Fan, S. Banzaert, J. Jacobs, “Multi

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

internationalexperience, and a senior Capstone project, they receive a certificate in Global TechnologicalLeadership.While there are many other programs available for undergraduate students that provideinternational experiences, there are three major differences between these programs and thePavlis Institute. First, Pavlis teams are multidisciplinary, consisting of students from a variety offields. Second, project sites are revisited year after year, and are continually improved. The thirdand most important difference between the Pavlis Institute and other programs with aninternational component is that Pavlis trips abroad are student-led, with faculty onlyaccompanying students for a few days at the beginning of the trip.Data presented in this paper comes from

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

Tagged Topics

ASEE International Forum

. Program Attributes Delivery Mode Face to Face 94% Online 41% Hybrid 25% Multi-modal 50% Average Course/Module Session 16 weeks Average Program Length 2 years Project Thesis or Capstone Project required 94% Program Focus General Systems Focus; SE; Systems Architecture; Systems Design; 66

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Claudia María Zea Restrepo P.E., Universidad EAFIT; Alejandra J. Magana, Purdue University, West Lafayette; Juan Guillermo Lalinde-Pulido, Universidad EAFIT; Alberto Rodriguez P.E., Universidad EAFIT; Natalia Andrea Bueno Pizarro, Universidad EAFIT

Tagged Topics

Curriculum Development

teachingstrategies, planning, assessment and evaluation, to seek new avenues of educationalexperimentation that may give better results in their work and to encourage the creation of newcontents or adapting existing contents to the current needs in their area of expertise.Some of the innovation projects formulated by instructors of the School of Engineering are:(1) identifying learning difficulties in the course of statics, (2) transformation of the automaticcontrol course by the development of skills, (3) development of capstone projects in productionengineering and systems engineering (computer science), and (4) the identification of how thecourse of graphic expression can develop better skills for engineers in their creative process,among others.The

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Ashley Ater Kranov, ABET, Inc.; Rochelle Letrice Williams, ABET; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology

Tagged Topics

Student and Curriculum Development

the last ten years he has coordinated an inter-disciplinary capstone design program that involves faculty and graduate student mentors from mechanical engineering, electrical engineering, biological & agricultural engineering, and computer science. This two semester design experience with external clients from across the region is the locus of numerous professional skill assessments that have Page 21.2.1 been part of larger national research efforts, such as the one described in this paper. Dr. Beyerlein also plays an active role in a variety of vehicle design and engine testing projects within the

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Eck Doerry, Northern Arizona University; Harvey Charles, Northern Arizona University

Tagged Topics

Student Development

. Doerry. He has been a leader in internation- alization of Engineering at NAU since arriving in 1999, expanding this initiative to the Natural Sciences starting in 2005. Significant milestones in this area include the development of an effective model of re- ciprocal ”exploratory trips” to motivate international study in engineering; the International Engineering and Natural Sciences certificate program; and the Global Engineering College project, an NSF-funded exploration of a comprehensively internationalized curricular model for engineering education. These efforts culminated in 2010 with the creation of the Global Science and Engineering Program (GSEP), an innovative initiative to establish a comprehensive