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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International

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 Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kent A. Wayland, University of Virginia

Tagged Divisions

International

cultural upbringing. The reaction to this realization can be emotionallydistressing, as noted, but it can also provide the opportunity for transformative learning, as it hasbeen described in the literature on adult education.Transformative learning occurs when students are able to reflect critically on the culturalassumptions, values, beliefs, and behaviors that guide their everyday activities. As Mezirow putit, it is: a rational process of learning within awareness as a metacognitive application of critical thinking that transforms an acquired frame of reference - a mind-set or worldview of orienting assumptions and expectations involving values, beliefs, and concepts - by assessing its epistemic

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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International

c American Society for Engineering Education, 2015 Quantifying and Qualifying the Preparedness of Engineering Students Collaborating with Underserved Communities InternationallyAbstract:Increasing globalization and technological innovations have redefined the role 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.This

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University

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International

a soccer game, the Afro- Brasileiro Museum, Pinacoteca Museum, a Sambalesson, a history lesson in Independence Park, Mercadão fruit market, Museu do Futebol,Capoeira instruction class, and a visit to the Latin American Museum. These excursions gave aninsight on some aspects of the Brazilian culture but lacked the importance of these activites onBrazilian history. An example of this lack of historical context was when the students were nottaught the history of Capoeira before learning how to practice it.In addition, the students were asked to keep a blog during their time on the dialogue. They wereprompted to answer questions to reflect on their experiences in Brazil and the digest what theysaw in Brazil and how that is different from the US

Conference Session

International Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Patricia R Backer, San Jose State University; Wenchiang Richard Chung, San Jose State University

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-unit course taught in collaboration with SJSU's Department ofHistory. All these changes culminated into making the program the success it is today.Due to these innovations and constant evolution, the 2014 cohort was unlike any other. SJSUstudents were given first-hand experience about technology's global role, entrepreneurship, andcross-cultural collaboration when they participated in the International Innovation &Entrepreneur Leadership Experience (IIELE) at Chung Yuan Christian University (CYCU) inJungli, Taiwan. Beginning with the 2014 cohort, we renamed the GTI program to reflect thechange in focus. The new name is the Global Technology Institute (GTI*). In three weeks,students created innovative business propositions, toured

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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International

States, 1775-1945” – argues that engineering “drawings were farmore than a tool; they became a language reflective of the context in which they originated”(2000, p. 237).17As US engineering culture developed, Brown argues that engineers began to use shop drawings“to achieve thorough control over the labor of patternmakers, blacksmiths, machinists, anderectors” (p. 216) and, in combination with piecework, facilitated the “firm’s effort to subdivide Page 26.1068.9and standardize work tasks” (p. 217). As Brown continues, “Shop drawings and piecerate payprovided American engineer-managers with two interlocking methods to divide up work tasks,boost

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

Tagged Divisions

International

thought process, … not give just the final answer,but also the process”- RobinThis type of feedback seemed to have contributed to students’ deep understanding of coreconcepts. It also facilitated students’ reflection and articulation of what they have learned.An emphasis on rigorous reasoningThe SPEIT program encourages a teaching and learning environment that emphasizesanalytical thinking through mathematic reasoning and the like. This focus had allowed forstudents’ development of rigorous thinking progresses:“The French have a rigorous logic process. Say, for some equations, he may start with thesubject and go through from the beginning to the end through critical analysis. After that,they may do it one more time backward. That is to say, they

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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International

research specifically.9 Page 26.680.2Theoretically grounded work can connect researchers, facilitate generalization across studies,and help the field avoid re-inventing the wheel.10 Moreover, “theoretically engaged empiricalwork allows broader and more complex discussion between scholars – one that extends beyondthe particularities of individual empirical projects”.11 However, much engineering educationscholarship is characterized by a lack of explicit and consistent theoretical engagement,12 andwhen theory is used it is typically only in a limited fashion.13 The lack of engagement withtheory in scholarship on global competencies is thus reflective

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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International

with increasedglobal preparedness. Further, students’ performance on the instruments was found to becorrelated with particular programmatic elements of the experiences such as duration of studyabroad, the number of non-engineering courses students took with global foci, number of timestraveled abroad, and the amount of student reflection that occurred during or after travellingabroad. The study broadens the knowledge base about contextual factors associated withengineering global preparedness.IntroductionThe engineering workplace is becoming increasingly multinational because of technologicaladvances and global economic integration. Companies now seek graduates who are able towork in multinational teams that may cross temporal, geographical

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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Diversity

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International

global labor market. Furthermore, the most talented employees arethe ones with the greatest opportunity to be mobile. In this context, academic mobilityrequires a wide variety of personal qualities: talent to interact efficiently with other people;analytical thinking; communicative skills that include cross-cultural communication; thecapacity for self-awareness and self-reflection; a willingness to act in the cross-culturalenvironment; as well as respect and tolerance. An academically mobile student is ready for life changes. This quality is revealed inspecific socio-psychological attitudes [4]. Among other factors that allow for academicmobility, it is necessary to note a students’ capacity for independent design of theireducational

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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International

they were/are, their undergraduate education, which courses they tookand extracurricular organizations they participated in at the University of South Florida prior toservice, if and where they published their research in an academic journal, and their currentemployment.The second part of the survey had the alumni or student rank how each of the MIP elementssatisfied the four global competencies on a scale of one to five (one being not at all, two being alittle bit, three being somewhat, four being well, and five being very well). This part of the onlinesurvey was divided into three pages: pre-Peace Corps service (on campus), Peace Corps Service,and post Peace Corps service. This reflected the three stages of the MIP. The pre Peace

Conference Session

International Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Saeed D. Foroudastan, Middle Tennessee State University

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International

overcome these challenges. The Experimental Vehicles Program (EVP)participates annually in national and international competitions with multinational collegiateteams. Each year students design and create a new and more efficient vehicle for each of the fiveprojects5. Successful designs not only received awards, but it is a direct reflection of thestudent’s innovative ideas and dedication.This unique program provides great benefits for students such as the professional development ofstudents in addition to providing a great opportunity for students to associate with other studentsfrom similar programs across the globe. For example, at the 2014 Human Exploration RoverChallenge MTSU competed among several different countries such as Russia, Germany

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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International

:  declarations (the level of intentions to globalize university’s activities in the forms of concepts, strategies and internationalization programs);  reconnaissance (seeking optimal internationalization ways and approaches specific for a university);  organization (creation of a sustainable internationalization environment where all globalization initiatives are supported by faculty and students);  productivity (the level at which internationalization is integrated into any aspect of a university’ life. Page 26.823.5This classification reflects the “ideal” (optimal) internationalization pathway. Each level can

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rebecca Jo Pinkelman, Technische Universität Darmstadt; Malte Awolin, Center for Educational Development at Technische Universität Darmstadt; Manfred J Hampe, Technische Universität Darmstadt

Tagged Divisions

International

done by observing the group and theirinteractions. After observation, the team advisor brings the group together and opens a structuredfeedback session including self-reflection, peer-reflection, and final feedback of the teamadvisor. Periodically throughout the day, the team advisors continue to have these conversationswith the group to keep increasing their awareness of their interactions with each other andincreasing their team, communication, and social skills in order to increase their success as agroup in solving their complex design task. To summarize, the students are given behavior-based Page 26.154.6training in team competencies in

Conference Session

International Division Technical Session 8

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

International

the coding and analysis of the focusgroup and interview. More specifically, instances where students made a statement reflective of aglobal competency attribute (‘engineering ethics’, ‘engineering cultures’, or ‘regulations andstandards’) were coded as such, and each instance was further analyzed to identify how theattribute was exhibited. It should be noted that this study is limited by being an examination of asingle case. However, the scope of this study is that of a preliminary study, with the aim ofbeginning to characterize student experiences and identifying the potential affordances andbarriers of similar global service learning projects. The results of this preliminary study will beused to inform a larger study examining a variety of

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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International

. (ABET 3b, 3e) • Reflection: Critically reflect utilizing multiple forms of communication (oral presentation, poster presentation and formal report writing) (ABET 3e, 3g) • Communication: Communicate ideas/concepts to audiences in multiple cultures. (ABET 3g, 3h) • Collaboration: Effectively collaborate in multidisciplinary teams of students, faculty, staff, and outside constituents (ABET 3d)During a typical course, there can be quite a bit of interaction between students with differentcultural and social backgrounds. However, these interactions are set in the context of anacademic location (in this case, Cambridge, MA or Hong Kong). Very few of the engineeringstudents at Harvard and Hong

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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the distance students, it was attributed to the fact that “every team member is a full-timeworking professorial”, as a result, “everyone pulled their own weight and contributed equally”.On the other hand, in the rest of locally distributed teams where distance students were mixedtogether, multiple distance students had reflected that their voices tend to be “easily missed if notneglected”, because “the online facet has many conveniences, but my physical presence isabsolutely lacking and it is therefore very difficult to influence any of the group's decisions”.And more than one distance students suggested that they need to work more diligent and behavemore proactively than the other on campus students.No significant difference was identified

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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International

overcome their academic weakness. Also, the class environment can be better nourished bythe students’ academic strength and capability.However, the American teaching style creates challenges for the Chinese students as well 1, 2, 7, 11,12, 13 . These challenges are primarily reflected by the language and cultural barriers, such as lackof written and oral communication skills in English, unfamiliarity in English technicalterminology, and lack of involvement in classroom dynamics. The authors of the paper believedthat if the instructors can effectively help the Chinese students get over these barriers, thestudents will gain much more from the American classroom environment. To build such alearning environment, the instructors built a three

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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Diversity

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International

enthralled with the one-on-one interactions with this iconic teamas seen in Figure 4. The presentation content and TTU team’s competency boosted the Indianteams’ energy as reflected in the written student feed-back shown below in Table 1. The resultsshow that students gave high scores (8.26 or higher out of 10) to the TTU team’s presentationstyle, competency, and with the Q & A session. Page 26.1659.7 Figure 2. Vellore workshop Figure 3. Demonstration by the 2011 championship vehicle Page 26.1659.8Figure 4. One-on-one interactions with TTU Baja team members and Indian

Conference Session

International Division Technical Session 8

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicole P. Sanderlin, Virginia Tech; Kim Lester, Virginia Tech; Liang Li Wu, University of California, Irvine; Thomas Carl Long, Virginia Tech

Tagged Divisions

International

. Universities and fundamental research: Reflections on the growth of university-industry partnerships. Oxford Review of Economic Policy, Vol. 18, No. 1, pp. 10-212. Jones, G., McCarney, P., & Skolnik, M. (Eds.). (2005). Creating knowledge, strengthening nations: The changing role of higher education. Toronto: University of Toronto Press.3. Knight, J. (2003). Updated internationalization definition. International Higher Education, 33, 2-3.4. Lantada, A.D. et al. (2013) Study of Collaboration Activities between Academia and Industry for Improving the Teaching-Learning Process. International Journal of Engineering Education Vol. 29, No. 5, pp. 1059–10675. The Boeing Company (2014) Boeing in China Backgrounder. Retrieved from http

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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International

past several decades, there has been an increasing emphasis on the importance of engineerspossessing important professional skills, including global readiness or awareness. In 2004, theNational Academy of Engineering (NAE) described the Engineer of 2020 as being proficient in“interdisciplinary teams [with] globally diverse team members” (p. 55).1 As the NAE stated,“While certain basics of engineering will not change, the global economy and the way engineerswill work will reflect an ongoing evolution that began to gain momentum a decade ago.” (p. 4).Engineering graduates will be called to solve increasingly global problems and to work in teamsthat contain members who are either from international locations or are globally distributed.Across the

Conference Session

International Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen Meehan, University of Glasgow

Tagged Divisions

International

assignments, quizzes, and/or classexams – and a majority of the courses do not include such assessments – towards the final gradein courses is minor. The final exam generally contributes 70-90% to the final grade in each coursewith the assessment of the students’ practical skills assessed during laboratory exercises and/orprojects contributing the bulk of the remaining portion of the final course grade.Grading of the laboratory exercises is, in large part, carried out by reviewing students’ laboratorynotebooks. Thus, the grades reflect not only the inclusion of correct results from analyses,simulations, and measurements, but also appropriate and timely record of observations andconclusions.Questions on the final exams are expected to have

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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International

exploring topics using the four elements inKolb’s5 theory (concrete experience, reflective observation, abstract conceptualization, andactive experimentation). For each topic all the elements exist, but entry into Kolb’s learningcircle can begin at any one of the four elements16 with some elements overlapping one another.A typical sequence would be: (1) study engineering concepts in a classroom setting, (2) travel tolocation see the application of these engineering principles, (3) complete a computationalassignment that incorporates classroom learning and field observations, and (4) complete a Page 26.640.5reflective assignment and/or develop

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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International

Conference Session

International Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shweta Chopra, Iowa State University; Prashant Rajan, Iowa State University; Chad M Laux, Purdue University, West Lafayette

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and Political Weekly, 46(21), 106-114. 7) Mack, N., Woodsong, C., MacQueen, K. M., Guest, G., & Namey, E. (2005). Qualitative research Page 26.753.10 methods: a data collectors field guide. 8) Shenton, A. K., & Hayter, S. (2004). Strategies for gaining access to organisations and informants in qualitative studies. Education for Information, 22(3), 223-231.9) Johl, S. K., & Renganathan, S. (2009). Strategies for gaining access in doing fieldwork: Reflection of two researchers. Electronic Journal of Business Research Methods, 8(1), 37-46.10) Gurney, J. N. (1991). Female researchers in male-dominated

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

Tagged Divisions

International

. Theyidentify two approaches to course development: curriculum-lead and place-lead. Tworecommendations provided by Stanitski and Fuellhart are to overestimate on costs and requirethat students keep a journal. The latter will help students to reflect on their experiences, whichthey describe as far more challenging than developing activities. The results of surveysconducted by Stanitski and Fuellhart led them to change the format of their trip to Australia toallow for more unstructured time. They indicate that it is a significant benefit to have personalinternational contacts. One aspect of scheduling that they highlight is the need to understandhow the schedule may affect summer employment opportunities for students. They found thatidentifying

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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Diversity

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International

improving teaching, developing research plans, and selecting appropriate service activities.  Become efficient in teaching, as well as professional development and service.  Continuously evaluate your teaching by self-reflection and by analyzing students’ course evaluations.  Seek advice from your mentor and other senior faculty. Visit classrooms of other faculty and ask your mentor and other senior faculty members to attend your classes.  Attend teaching workshops to learn from other teaching experiences.  Achieve balance between work and personal life by setting goals and establishing priorities.  Develop good rapport with students. Try implementing the exercise "who is this professor

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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and meetingand conversing with local people. Third, the program provides students with an opportunity toexperience different countries where the political, technological, social, cultural, educational andenvironmental systems are different than that of the U.S. by completing in-class assignments thatlink to experiences when traveling abroad. Reflective assignments are completed after studentsfinish the international module.Program ComponentsEach spring, a new cohort of RSAP participants enroll in a semester-long course on GlobalEngineering Practice: Leadership and Culture. The course, which meets weekly for three hours,is designed to: 1) prepare students for travel abroad and 2) get students to consider engineeringchallenges and solutions

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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International

this subscale. Furthermoreincreasing the awareness of engineering students to experiences in other cultures andunderstanding how these experiences may impact growth in their own lives could stimulatediscussion and reflection. American Professional Group Difference Diversity of Contact 19.77 26.27 6.50 Relative Appreciation 22.11 24.73 2.62 Emotional Comfort 25.36 24.91 -0.45 Table 8 A comparison of American undergraduate student attitudes to attitudes from a group of global professionals

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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International

student biases and misconceptions areexposed and a broader perspective is gained of the world in which we live and work [2, 3, 4, 5]. Inrecent years there has been a significant increase in the number of engineering-specificinternational programs reflecting the increasing globalization of the engineering enterprise.As engineering educators one might ask if engineering students learn differently on study abroadprograms than do students in other majors? And, if so, what implication does this have indeveloping and conducting these programs? The field of international education has, for sometime, sought to find ways to adequately assess international programs [3]. There is a consensus inmuch of the literature that studying abroad can have a positive