Conference Session

International Division (INTL): Case Studies and Trends

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nathan M. Kathir P.E., George Mason University; Colleen Fitzpatrick Berg, George Mason University; Shaghayegh Bagheri, George Mason University

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Diversity

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International Division (INTL)

Paper ID #49136Collaborating on Capstone Projects with Students from International Institutions– Lessons Learned and Path ForwardDr. Nathan M. Kathir P.E., George Mason University Dr. Nathan M. Kathir, P.E.(CO), F.ASCE is a structural engineer with over 35 years of experience in government and private industry. He earned his Ph.D. from Texas A&M University and is a licensed professional engineer in the State of Colorado and a Fellow of the American Society of Civil Engineers (ASCE). He is currently a professor and the Director of Senior Projects with the Department of Mechanical Engineering, George Mason University

Conference Session

International Division (INTL): Inclusive Global Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jamie R Gurganus, University of Maryland Baltimore County; Yashin Brijmohan, Utah State University; Lani McGuire, The Ohio State University; Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany; Anderson Harayashiki Moreira, Instituto Mauá de Tecnologia; Albertino Arteiro, University of Porto; Andrea Schwandt, Hochschule Bonn-Rhein-Sieg; Joao Santos; Joyce Zampirolli Scrivano; Steven McAlpine, University of Maryland Baltimore County

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International Division (INTL)

Paper ID #48777COIL Multidisciplinary Global Engineering Capstone Class Impact: Facultyand Student Insights Across Four CountriesDr. Jamie R Gurganus, University of Maryland Baltimore County Dr. Jamie Gurganus is a Teaching Assistant Professor in the Engineering and Computing Education Program and the Associate Director of STEMed Research in the College of Engineering and Informational Technology. She also directs the Center for the Integration of Research, Teaching and Learning (CIRTL) in the graduate school. Her research is dedicated to addressing the complex challenges of educating and developing engineers, teachers, and

Conference Session

International Division (INTL): Navigating Risks and Cross-Cultural Challenges

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mariza Tsakalerou, Nazarbayev University; John Israilidis, University of Sheffield; Yerdaulet Kumisbek, Nazarbayev University

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Diversity

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International Division (INTL)

-worldchallenges. In contrast, modules such as “Capstone Project” and “Artificial Intelligence”incorporate collaborative problem-solving, improving social innovation skills. Culturaldimensions—including sustainability, ethics, and socio-economic adaptability—are notably absentin most technical courses. The mapping of these attributes is presented in Table 1 below.Table 1: Innovation attributes across engineering courses in current education programs Course Learning outcomes Technical Social Cultural ROBT 301: Mechanical Design mechanical parts using ✔ Design with CAD and CAD tools and 3D prototyping Machining Laboratory CHME 353: Plan and setup experiments

Conference Session

International Division (INTL): Humanitarian Design and Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sudha S Anilkumar, University of Delaware; Ruth Wilhelm, University of Delaware; Julie C Karand, University of Delaware

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Diversity

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International Division (INTL)

benefit low-resource communities in the United States andabroad.The inclusion of design courses, which include a long-term capstone project, in undergraduateengineering programs is a requirement of ABET accreditation [1]. The learning objectives ofthese courses emphasize understanding and application of the engineering design process, whichincludes frequent consideration of end-user needs. Inexperienced engineering students may relyon their own familiarity with the experiences of the end-users of their designed product, which isnot recommended, throughout the engineering design process. Low-resource, global engineeringdesign experiences force students, who are likely unfamiliar with their end-users’ experiences, toconsider end-user needs at all

Conference Session

International Division (INTL): Cultivating Global Competencies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Corinne Mowrey, University of Dayton; Scott James Schneider, University of Dayton; Michael Moulton, University of Dayton; Philip Appiah-Kubi, University of Dayton; Erick S. Vasquez, University of Dayton; Homero Murzi, Marquette University; Jeanne Holcomb, University of Dayton

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Diversity

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International Division (INTL)

organizations!.” Ultimately, students were able toconnect course work to practical, global applications: “I usually associate engineering withdesigning and building new things, but this project showed me that engineering can also applymore generally to solving large-scale logistics problems.”Future research will continue to investigate how the global learner mindset is affected by otherminimally intensive interventions such as the intentional formation of multinational studentdesign teams within a capstone design course, a Collaborative Online International Learning(COIL) research project, and an engineering short course coupled to a community engagedproject. We will investigate the differences and similarities between interventions with respect

Conference Session

International Division (INTL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Cornell University; Michaela Pollock, University College London; John Mitchell, University College London; Alexandra Werth, Cornell University

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Diversity

Tagged Divisions

International Division (INTL)

workshops was also discussed in the United States. The main outcomesfrom the UK workshop discussions, actions taken since the “Access to Engineering Education”workshop, and how challenges identified in the “Experiential Learning and Teamwork”workshop have been addressed to date in a capstone engineering design project course at the UKinstitution were presented to the U.S. group. Then, further discussion and opportunities forcollaboration, other similar activities, and new ideas were solicited. The workshop was furthersupported by individual and small group meetings with 12 faculty and staff membersrepresenting five units, including two engineering schools, one science school, a College-levelinstitute for teaching and learning, and a student-facing