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

of Electronic Science and Technology in China in Chengdu. Before each of thesevisits, a student team studied the cultural, engineering, and other important aspects of the site orcompany and reported to the entire group to give an overview of what would be visited. Duringthe visit, students attended presentations made by the company or the university, many of whichincluded a question-and-answer session, or listened to stories about a cultural attraction by a tourguide. After the visit, students debriefed the visit in group meetings and each wrote thoughts andreflections in their course journals. At the end of the course, each student was required to write asummary paper to discuss what they learned and to reflect on what they experienced

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Jung-Uk Lim, Arkansas Tech University

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ASEE International Forum

Page 21.11.3cylinder indicates the amounts of generating power and two different kinds of reserves eachgenerator provides. Three-dimensional display also can identify critical regions and help focusproblem-solving strategies. Figure 2. Example of 3-D Display 3. ContouringContouring technique illustrates how a particular quantity varies with location. Since one-linediagrams usually reflect the geographic arrangement of system equipment, contour plots providea valuable picture of how quantities such as voltage or transmission loadings vary across thesystem. This technique enables students to pinpoint specific regions of concern when inspectingthe system as a whole. Figure 3 shows a contour plot of bus voltage

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

paper presents an “in-their-own-words” student evaluation of the value ofinternational service to engineering education with the purpose of reconciling facultyperspectives and student perspectives. Engineering educators speak in an institutionalizedlanguage of objectives and outcomes which relate the intent of educational activities with theirimpact on student knowledge and preparation for the profession. Most often, this specializedvernacular is not shared by students; and their perception of the importance of various activitiesmay depart from the perception held by the educator. Also, the international landscapeexperienced by outward bound millennial (and post-millennial) students reflects a much differentset of world affairs than their

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

growth occurred and to monitor anydeliverables from their altered practice. This crucially reflective type of review is usual inHigher Education, providing an arguable conclusion to the learning project activity. Thefollowing section provides engineering educators with a palate of tools for how to structure aproject engineering curriculum.Process of developing a global curriculumProgramme aim Produce global engineering professionals who are able to provide a more holistic perspective of global project processes; and Provide students with an innovative and forward-looking view of managing global engineering projects.Learning outcomes A higher level of generic and transferable management skills; A better understanding of the

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

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ASEE International Forum

data set, as well aselements of frequency, extensiveness, and intensity within the data. Ideas or phenomena wereinitially identified and flagged to generate a listing of internally consistent, discrete categories(i.e., open coding), followed by fractured and reassembled (axial coding) categories by makingconnections between categories and subcategories to reflect emerging themes and patterns.Categories were then integrated to form grounded theory using selective categorization to clarifyconcepts and to allow for response interpretations, conclusions and event potentially taxonomydevelopment associated with critical features of a “global engineer”. Frequency distribution ofthe coded and categorized data was obtained. The intent of this

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

reflections Figure 1. A proposed learning journey for professional engineering programConclusionsThis paper argues the case for the establishment of a global accord for the postgraduatelearning journey of engineers. The establishment of agreements covering educationalqualifications in engineering and competence standards for practicing engineers have resultedin increased engineering mobility and improved global standards. However, the papersuggests that the capability to perform provided by these competencies agreements do not Page 21.3.8ensure the professional development of engineers are complementary and adequate for them

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

leaders had been told that thecompetition was a “must win” project for their business, and the pressure that created appearedto inhibit them from reframing the problem when the design teams got into trouble. Instead, theyresponded to each successive difficulty by making the best of a bad situation. In the end, theleaders realized that they had missed numerous opportunities to press reset, redefine the problem,and move off in a new direction. We called this the “Leadership Box.” Page 21.9.6Finally, the Customer Simulation revealed the problem had one more dimension, one that wasidentified by the acquisition professionals themselves. Upon reflecting

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

relevant evaluation forms will be provided. Attire: Business casual.This assignment was designed to encourage the students to appreciate the minerals-materialslinkage, and to go beyond factual information to conceptual understanding and problem-solving.It was to challenge the students to reflect on and think broadly about their work as scientists andengineers. We wanted them to be aware of and appreciate the wider context and the policyimplications of their science and engineering activities. It was also to nudge them towardsviewing themselves as active participants in addressing Africa's science and technologychallenges.In tackling this assignment one of the major obstacles encountered by the students was the greatpressure related to the

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Ruth Rodriguez Gallegos, Tecnológico de Monterrey

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ASEE International Forum

Mathematics courses. A study of textbooks and modelling processes of high-school senior students. En Mathematical applications and modelling in the teaching and learning of mathematics. Proceeding from Topic Study Group 21 at ICME-11 en Monterrey, Mexico.Universidad de Roskilde. Dinamarca. 2009. 10. Rodríguez, R. (2010). Aprendizaje y Enseñanza de la Modelación: el caso de las ecuaciones diferenciales. Revista Latinoamericana de Matemática Educativa, 13 (4-I): 191-210. México. Disponible en: http://www.clame.org.mx/relime.htm Page 21.33.1411. Arslan, S., Chaachoua, H. y Laborde, C. (2004). Reflections on the