Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steve Muench P.E., University of Washington; Ashley Ann Thompson, University of Washington/PCS Structural Solutions; Sheryl Brandalik

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commonlyaccepted method of showing such contributions. With this in mind, we set out to design anddeliver a study abroad program composed from learning theory that would specifically appeal toengineering students, overcome their typical barriers to participation, and contribute to ABETstudent learning outcomes.This paper describes the motivation, key development elements, and outcomes for this course,titled Engineering Rome, which was delivered for the first time in 2013. Course outcomes aremeasured by student surveys and feedback comments and analysis is specifically tailored toaddress the following three questions: 1. To what extent did the framework of this course (time frame, subject matter, location) address issues that often impede students

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University

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) Page 26.1136.2and second time (2014) the program was run.Major 2013 2014Engineering 14 14Business 3 2Biology 2 1International Affairs 2 0Cultural Anthropology 1 0Environmental Science 0 7Total # Students 22 24Table 1: Table comparing the number of students per major for each year the program was runThe Alternative Energy Technology CourseDevelopment and First Time TaughtThe alternative energy course was specifically developed for this

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Joseph Lombardo, Harvard School of Engineering and Applied Sciences; Daniela Faas, Harvard University; Avinash Uttamchandani, Harvard SEAS; Evelyn Lynn Hu, SEAS Harvard

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program. The program was offered during the summer, but no academic credit wasoffered in lieu of a stipend and travel expenses. One of the few requirements imposed on thestudents was that they would commit themselves completely to this design and researchexperience. We employed a multi-faceted pedagogical approach that included three distinctelements. These elements were: (1) hands-on design-build-test-refine, (2) total culturalimmersion, and (3) allowing students the independence to define goals and manage their owntime.Hands-on experiences enhance learning and satisfaction for students.1-4 The need to teach designhas traditionally been addressed in capstone courses, but there has been a push to introducedesign earlier in engineering curricula

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Phillip Albert Sanger, Purdue University, West Lafayette; Julia Ziyatdinova, Kazan National Research Technological University; Jacek Kropiwnicki, Gdansk University of Technology, Poland; Phuc Van Nguyen, Purdue University

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enhance thecultural experience7, and utilize graduate students in active mentorship of visiting students.In the School of Engineering Technology capstone projects are one of the most effective avenues tosynthesize an engineer’s education and therefore present themselves as an opportunity to insert globalawareness. Accreditation bodies including ABET (Accreditation Board for Engineering and Technology)require such an experience in the curriculum particularly in (h) the broad education necessary tounderstand the impact of engineering solutions in a global, economic, environmental, and societal contextand “j”: “a knowledge of the impact of engineering technology solutions in a societal and globalcontext.”1 In the School of Engineering Technology, a

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ang Liu, Univ of Southern California; Yun Dai; James R. Morrison, KAIST, ISysE; Stephen Y. Lu, University of Southern California

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involves more disagreements, ifnot arguments. Next, in addition to the peer-peer interactions among team members, everyonemust now interact with a variety of Information and Communication Technologies, which serveas the means and mediator to link members physically located in different places of the globe.Last but not least, some team activities (e.g., team meeting, social gathering) that can be easilyorganized by local teams become very difficult, if not impossible, for the global teams undermore boundaries and constraints (e.g., time difference, geographical separation). In the past, thestudy of distributed teams has been approached from both social dimension (e.g., organizationalscience [1] and psychology [2]) and engineering dimension (e.g

Conference Session

International Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Cody A. Chapman, University of Tulsa

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countries. The NSFreported in its 2014 Science Indicators that 24.9% of science and engineering papers publishedworldwide in 2012 were internationally coauthored; for science and engineering paperspublished in the U.S. for the same year, 34.7% were internationally coauthored. This is anincrease from 1997 values of 15.6% and 19.3%, respectively.1 In its 2011-2016 fiscal yearstrategic report, the National Science Foundation (NSF) identified as one of its key performancegoals to “[k]eep the United States globally competitive at the frontiers of knowledge byincreasing international partnerships and collaborations.” The plan stated further that “[a]s S&Eexpertise and infrastructure advance across the globe, it is expected that the United States

Conference Session

International Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kacey D Beddoes, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

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c American Society for Engineering Education, 2015 Epistemological Foundations of Global Competencies: A New Theory to Advance Research on Global CompetenciesIntroductionAround the world, many influential stakeholders are concerned with increasing globalcompetitiveness of engineering graduates by increasing their global competency. Recent booksfrom the US, Australia, and Europe attest to growing interest in global engineering.1 In sum, Whether working on multi-national project teams, navigating geographically dispersed supply chains or engaging customers and clients abroad, engineering graduates encounter worlds of professional practice that are increasingly global in character. This new reality

Conference Session

International Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah E Zappe, Pennsylvania State University, University Park; D. Jake Follmer, The Pennsylvania State University, University Park

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ReadinessAbstractColleges of Engineering have increasingly emphasized the importance of engineering studentsobtaining professional skills relating to global readiness. This paper describes progress in a cross-sectional, longitudinal study to examine the impact that a College of Engineering at a large, mid-Atlantic public institution has on students’ global readiness and related constructs. Data werecollected from first-year and senior undergraduate engineering students for two years (2012-2013and 2013-2014). Research questions examined: 1) previous international experiences of incomingstudents, 2) international experiences that undergraduates have during their academic careers, 3)students’ perceived value of global readiness, 4) activities students perceive to be

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andrea M. Ogilvie P.E., Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education; Thomas Carl Long, Virginia Tech; Stephanie G. Adams, Virginia Tech; Catherine T. Amelink, Virginia Tech; Nicole P. Sanderlin, Virginia Tech

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Republic to engage in a service learning experience.Students from both tracks enroll in the same in-semester course, which enables the class toconsider differences in contexts and objectives from a variety of different perspectives.RSAP provides students with an opportunity to expand their global competencies while learningabout differences through experience. As a result, program participants develop: 1) anunderstanding of technology and business opportunities and challenges in different nationalcontexts, and 2) an understanding of the implications of contextual differences for Americanengineers. Student interest and the number of participants in the program continue to grow, asmeasured by the two-fold increase in RSAP applications for 2015 to

Conference Session

International Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nan Kong, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Natascha M Trellinger, Purdue University, West Lafayette

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a detailed description of the two-way exchange program and summarize resultsfrom a systematic analysis of five reflective learning prompts that were administered to thestudent participants throughout the program (i.e., 1 pre-program, 3 mid-program, and 1 post-program). As further background for these efforts, we summarize relevant prior literaturediscussing strategies for scaffolding and assessing learning outcomes, both in general andspecifically in the context of global engineering programs. Based on our preliminary results, wealso discuss both benefits and challenges associated with this innovative programmaticimplementation. Furthermore, we propose directions for improvement, with an emphasis onstudent recruitment, faculty involvement

Conference Session

International Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wangping Sun, Oregon Institute of Technology; Qi Zhang, Yangzhou University

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also share their plan for the future research.IntroductionThe primary goal of engineering programs is to prepare the engineering students for theirprofessional careers in the global setting 1. Ideally, the educators should teach in a well-managed,student-centered environment with reasonably structured framework. They should stressfundamental knowledge, equip the students with solid skills and expose them to cutting-edgetechnologies 2. It has been found that obtaining practical knowledge from college is morebeneficial to the students’ professional career than mastering any new technology 3. An effectivelearning environment should help the students enhance their ability to solve practical problems 2.Globalization of the engineering enterprise

Conference Session

International Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria Claudia Alves , Texas A&M University; Meghan M. Alexander, Texas A&M University; Victor Manuel Camara-Poot, Yucatán Ministry of Education; Martha Elena Ortega, CANIETI

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Education, 2015 Increasing the Number of Sponsored Mexican Graduate Students in Engineering Colleges in the United StatesIntroductionThe presence of international students in graduate degree programs in American universitiesbrings a variety of benefits to those institutions including developing international ties, securingfinancial resources, adding diversity to the intellectual pool of students and fulfilling a shortageof engineering talent in the US [1]. However, competition for recruiting these students hasincreased in the past few years with Australia, the UK and Germany attracting a large number oftalented students [1]. Several approaches have been reported to ensure the number of internationalstudents on campuses does

Conference Session

International Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Holt Zaugg, Brigham Young University; Spencer P. Magleby, Brigham Young University; Timothy L Elliott, Brigham Young University; Alan R Parkinson, Brigham Young University; Gregg Morris Warnick, Brigham Young University

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provides training for fortune 500 companies throughout the world. Page 26.372.1 c American Society for Engineering Education, 2015 Comparing Engineering and Non-Engineering International Programs to Determine Value and Future DirectionsIntroductionInternational programs are a common approach to achieving a variety of global competency-related learning outcomes [1]. Such programs are generally designed to meet lofty goals such asproviding an in-depth understanding of people and their culture in such a way that disciplinespecific practices are compared and contrasted, personal

Conference Session

International Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Qunqun Liu, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University; Bo Yang

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International

undergraduate students from an international joint program in China. Preliminaryresults suggest that diverse factors as related with the international teaching and learningenvironment are closely associated with students’ epistemic thinking. Future studies areproposed to explore other potential factors within international collaborative programs thatare associated with engineering students’ epistemic thinking.IntroductionInternational collaboration has become a global trend. To facilitate global education andresearch collaboration, Chinese universities have launched multiple internationalcollaborative initiatives in the higher education system, especially in the realm of engineeringeducation [1, 2, 3].International collaboration in engineering

Conference Session

International Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maher M Murad, University of Pittsburgh, Johnstown; Jerry W. Samples, University of Pittsburgh, Johnstown

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activities and funded researchprojects.(1) Some international faculty prefer non-tenure track (lecturer positions) as a career.They are usually satisfied with their choice for reasons including less stress, more flexibility butrealizing the cons including lack of job security and lower salaries. (2) The first author is afaculty member with international background who taught in both temporary and permanentsettings. The second author mentored international faculty at US institutions and overseas. In thenext sections, the authors will address, based on their own experiences and that from theliterature, the challenges and opportunities in temporary and permanent positions for

Conference Session

International Division Technical Session 8

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Daniel Manser, University of South Florida; Colleen Claire Naughton, University of South Florida; Matthew E Verbyla; Christine Prouty, University of South Florida; Kevin Orner, University of South Florida; James R. Mihelcic, University of South Florida

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: Fundamentals, Sustainability, Design (1st and 2nd Editions,John Wiley & Sons, 2010, 2014) (1st Edition translated into Spanish and Portuguese). Page 26.930.2 c American Society for Engineering Education, 2015 Improving the Global Competency of Engineers through the Peace Corps Master’s International Program Manser, N. , Naughton, C. , Orner, K. , Prouty, C. , Verbyla, M. , and Mihelcic, J.R. 1 1 1 1 1 1 University of South Florida Department of Civil and Environmental Engineering

Conference Session

International Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cem Karacal, Southern Illinois University, Edwardsville; Hasan Sevim, Southern Illinois University, Edwardsville

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spring 2011. Examples of comparable dual diploma programs are recentlyestablished in few other institutions [1-3]. Although our experiences show similarities to thoseprograms, they differ in several aspects due to the characteristics of the major field of studyselected for collaboration and SIUE’s geographic location.Admission to the ProgramThe students are admitted into the program via a nation-wide university entrance exam given inTurkey. The exam is taken by more than 1.5 million university bound students each year. Basedon their quantitative, verbal, and science scores, students submit a ranked preference list indicating Page

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Inna Mikhailovna Gorodetskaya, Kazan National Research Technological University; Farida Tagirovna Shageeva, Kazan National Research Technological University; Elvira Valeeva, Kazan National Research Technological University

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engineering is an up-to-date issue and is a topic of internationaldiscussions. US, European and Asian researches suggested many innovative ideas that allowfor better international engineering interaction and students’ readiness for the open world [1],[3], [6], [8], [9]. For example corporate education presented by Herman Schneider more thana hundred years ago was successfully implemented as the option for students to gain secondlanguage proficiency and international job experience [3]. Page 26.425.2 Leading Russian universities also take part in the global integration process. Thenumber of international students is increasing from year to year

Conference Session

International Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Steven L Shumway, Brigham Young University

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Systems Optimization Lab(COSOLA) and the Brigham Young University (BYU) Technology and Engineering Education (TEE)Program to design a science and technology program to improve Dominican student academic knowledgeand skills.In 2007, COSOLA instituted the Matemáticas, Ciencias, Ingeniería y Lenguaje or Mathematics, Sciences,Engineering, and Language (MACILE) education program to help advance engineering and scienceeducation in less advantaged communities in the Dominican Republic (DR) (Shumway et al., 2010). Thetwo core objectives of MACILE are: (1) to develop solutions to optimally increase access to challengingand stimulating learning environments and quality MACILE resources; and (2) to nurture talented youngpeople from less privileged

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julia Ziyatdinova, Kazan National Research Technological University; Artem Bezrukov; Petr Osipov; Phillip Albert Sanger, Purdue University, West Lafayette; Vasiliy Grigoryevich Ivanov, Kazan National Research Technological University

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ofqualified engineering educators (as well as other education specialists) and the governmentinvited them from Europe, especially from Germany. The history of Russian science andengineering in the 18 – 19 centuries is full of European professors, who taught students inMining Institute (founded in 1773) and Road Institute (founded in 1809). The late 19 Centurywas the time when the first polytechnic schools were established in Russia, such as Polytechnicschool in Kazan (1890) to satisfy the needs of growing Russian industry.Engineering education in the Soviet times was the necessary tool to satisfy tremendous internalneed for industrial specialists, while globalization was not the beacon to follow [1].Internationalization existed, however, in a form of

Conference Session

International Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Dianne J DeTurris, California Polytechnic State University; Alana Christine Snelling; Nhu Y Tran; Lia Marie Applegarth

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& Business Development Professionals to Create Globally Competent Engineers via On- and Off-Campus ActivitiesAbstractEfforts to scale curricular and co-curricular experiences designed to foster globally competentengineers sit at an important crossroads. Education for global competency, along with thedevelopment of other “professional” or “soft” skills, is an important part of the formation of 21stcentury engineers. There is broad agreement that, “US engineers [of 2020] will face totallydifferent problems from the ones we face today” and “will have to be open to different religions,different ways of thinking, and different social values.”1 However, consensus does not existregarding how to cultivate globally

Conference Session

International Division Technical Session 8

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Marie Kusano, Virginia Tech; Aditya Johri, George Mason University

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International

to develop global competencies has become apressing necessity for engineering programs given the highly global nature of engineering workthat requires the ability to work productively with other cultures. Study abroad programs, virtualglobal courses, and courses and modules focused on engineering for a global society, are allpedagogical approaches to improving engineering students’ global competencies. Although theseformal education approaches can be highly effective, they are not always accessible to a widepopulation of students and largely engage students for only a single and short portion ofstudents’ academic experiences.1 Increasingly, extracurricular activities, such as EWB, haveemerged as another an alternative that offer students an

Conference Session

International Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Svetlana V. Levonisova, University of Southern California; Rachel E. Savage, University of Tulsa; Scott Charles Streiner, University of Pittsburgh; Erin J. McCave, Clemson University; Gisele Ragusa, University of Southern California; Cheryl Matherly; Lisa Benson, Clemson University; Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh

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, and disciplinaryboundaries.1 To prepare engineering students to be effective in a multinational or globalprofessional environment, engineering education needs to incorporate and develop globalpreparedness in future engineering workforces. In addition to teaching technical skills,engineering programs must prepare students for multinational and multicultural teamwork andcommunication, in addition to the ability to “understand economic, social, environmental, andinternational context of their professional activities.”2The necessity for engineering global preparedness has been recognized and spotlighted by bothprofessional and educational engineering communities in conferences, national reports, andpublications.2 The National Academy of

Conference Session

International Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bhavna Hariharan, Stanford University; Sneha Ayyagari, Stanford University

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ofengineers in working towards sustainable development. This is reflected in the creationand adoption of ABET Engineering Criteria 2000 which included six professional skillsto prepare engineers who were more aware of how their profession, products and servicesare embedded in the larger global, socio-economic and political context. The question ofhow to measure and evaluate preparedness of engineering students to meet theserequirements remains an open question[1].Responding to the ABET criteria and the growing consensus that engineers of the future Page 26.1294.2should be trained to work in multicultural, global environments has lead to engineeringeducation

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kent A. Wayland, University of Virginia

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International

inMechanical Engineering, the Engineering Projects in Community Service (EPICS) program, anda Global Engineering Cultures and Practice Learning Community for first-year students. Manyof these programs incorporate elements of a “wrap-around” approach to education abroad. Aspart of GEARE, for example, Purdue created 1-credit courses for before, during, and after travel.The reentry portion of this sequence, recently designed by Brent Jesiek, draws together studentsfrom GEARE, who have just returned from abroad, and other students pursuing the Minor inGlobal Engineering, who may have gone abroad a year or more before the course.15 This varietyof students made it difficult to emphasize the psychological exercises and support that helpstudents deal with the

Conference Session

International Division Technical Session 8

Collection

2015 ASEE Annual Conference & Exposition

Authors

Scott I. Segalewitz, University of Dayton

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Paper ID #14053Developing Industry Partnerships for Student Engagement in ChinaProf. Scott I. Segalewitz, University of Dayton Scott Segalewitz, P.E. is a Professor in the Department of Engineering Technology at the University of Dayton (UD). His areas of interest include using technology to enhance the learning environment, devel- oping global technical professionals, distance and asynchronous learning, and technical communication. He served for 2-1/2 years as Director of Industrial and Technical Relations for the University of Dayton China Institute in Suzhou, China where he established corporate partnerships and training

Conference Session

International Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natalie Marie Villwock-Witte P.E., Western Transportation Institute at Montana State University

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International

-termstudy abroad programs, particularly those that focus on engineering. Rather, the selected studiespresent concepts or ideas that tie in to the findings or recommendations as a result of the coursedescribed herein.Non-EngineeringIn 2005, Lewis and Niesenbaum (1) focused on the benefits of short-term study abroadprograms. The programs that they discussed were not specifically directed at engineers. Lewisand Niesenbaum indicated that they found the primary benefits to be “acquisition of a foreignlanguage, improve their knowledge of the host culture, and even transform their worldviews.”They found that approximately half of the students that participated in their programs studiedabroad again. More interestingly, they indicated that while many have

Conference Session

International Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Innovation Centre; Jayantrao Bhaurao Patil, R. C. Patel Institute of Technology, Shirpur, India; Pramod Jagan Deore, R. C. Patel Institute of Technology, Shirpur, India.

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isgenerally low from Tier 2 to Tier 3 city colleges, whereas it is high from Tier 1 to Tier 2 citycolleges. (Tier 1 cities are highly commercialized metropolitan cities such as Mumbai and Delhi.Tier 2 Cities are basically smaller cities with 1 million population. They are usually regionalhubs such as state capitals or industrialized centers. Some examples include Pune, Cochin andMangalore. Tier 3 cities include minor cities such as Nasik, Baroda, Trichy, Madurai, etc. Theyconsist of cities with a population of less than a million and are considered to be just beginningto wake up and take form.) It also found that there are at least 13,000 employable engineers intier 3 cities, a group which gets neglected by companies simply because of their

Conference Session

International Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dale A. Wilson, Tennessee Technological University; Satish M. Mahajan, Tennessee Technological University; Mohan D. Rao, Tennessee Technological University; David Tyrell Laxton; Logan Atkins; Kendall Morgan Hall; Ogle Basil Hall III, Tennessee Technological University; Samantha Brooke White; Michael Gage Babb; Sam William Keener, TTU Baja SAE

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is in the recent partnerships formed between TTU’s SAE Baja team and SAEINDIAthrough the Automotive Research Association of India (ARAI). Through these partnerships,TTU has managed to provide a memorable international experience of team learning to nineTTU students, and nearly one thousand students in India.This paper presents a brief summary of student-led education outreach by a group of ninestudents and two faculty members from TTU, as shown in Figure 1 who traveled to India for aperiod of sixteen days to conduct workshops and demonstrations on how to design, build, andrace a winning Baja SAE vehicle. The TTU team has long been affiliated with the Baja SAEcompetition. Since 1977, TTU has hosted the event five times and the team has placed

Conference Session

International Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

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International

classroom practices today (dominated by traditionallecture-based methods) must be mandated and supported by the university administration. Whatis necessary to create a change, is, to have a comprehensive and integrated set of components:clearly articulated expectations, opportunities for faculty to learn about new pedagogies, and anequitable reward system.Introduction“To teach is to engage students in learning.” This quote, from Education for Judgment byChristenson et al, (1) captures the meaning of the art and practice of pedagogies of engagement.The theme advocated here is that student involvement is an essential aspect of meaningfullearning. Also, engaging students in learning is principally the responsibility of the instructor,who should become