Conference Session

International Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, Carnegie Mellon University; Heidi A. Taboada, University of Texas, El Paso; Jose F. Espiritu, University of Texas, El Paso; Connie Gomez, Galveston College; Isaac Andres Azuz, CETYS University

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course credit recognition, resolvinginstitutional and federal travel risk issues, recruitment and selection of students, travel andhousing logistics, local contacts involved in community projects, and follow up of the projectsafter program completion.1. IntroductionBackgroundThe objective of this paper is to provide useful recommendations for planning and executingfaculty-led study abroad programs based on the authors’ experience. In the summer of 2015,UTEP and CETYS conducted a study abroad program funded by the 100,000 Strong in theAmericas Innovation Fund. The program was a real success, but the planning and executionpresented continuous challenges that required quick thinking and adaptability from theorganizers. These lessons are captured in

Conference Session

International Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pete Hylton, Indiana University - Purdue University, Indianapolis; Wendy Otoupal-Hylton, Indiana University - Purdue University, Indianapolis

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the USA. To add to theconfusion, there is not consistency across the UK, as again the separation of governance inEngland and Scotland has led to different systems. During a 2015 Fulbright Visiting ScholarExchange, the author had the opportunity to teach at an English University and visit threecolleges in Scotland. Figure 1 shows the general flow of the four-year curriculum which led tothe awarding of degrees of Bachelors in Engineering (BEng) and Masters in Engineering (MEng)at an English university.5 This plan appears to be fairly typical of engineering programs inEngland. However, Figure 2 displays one example of a four-year program at a Scottishuniversity. It should be noted, that while this program lasts four years, like the English

Conference Session

International Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bahawodin Baha, University of Brighton; Judith Watson

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Afghanistan. During his work, he worked very closely with the Ministry of Higher Education (MoHE) and Kabul based universities. He was a visiting scholar at Virginia Polytechnic, Institute and Sate University in the USA in 1991 – 1992. ———————————————- Dr Judith Watson has been a senior research fellow at the Univer- sity of Brighton in England since 2001, where she conducts research in education studies, particularly the geography of education and training. She has conducted numerous projects for governmental and NGO bodies in the UK on educational eval- uation and planning. She currently runs the only course in the geography of education currently offered in a UK university at undergraduate level, and is preparing a

Conference Session

International Division Technical Session 8

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, NMIMS University; Ashok Ranade, EE Collaborative

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Passion Nonconformity Knowledge in Sales-Marketing and Finance Curiosity - Questioning Self-Confidence Opportunity Spotting Integrate information from many sources to gain Focused and Disciplined insight Planning Persist through and learn from failure Execution Convey engineering solutions in economic terms Risk Taking Fulfill commitments in a timely manner Adaptability to Change Discern and pursue

Conference Session

International Division Technical Session 6

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sahithya Reddivari, University of Michigan; Elizabeth Frances Cloos Dreyer, University of Michigan; Sara P Rimer, University of Michigan; Aline Cotel, University of Michigan

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, professional development, and networking skills. The workshops also included three team­based engineering projects that gave participants an opportunity to work on cross­cultural engineering teams. Additionally, a few of the workshops were targeted toward developing and sustaining their local SWE student organization (Liberia Society of Women Engineers, L­SWE). Underlying all of these workshops was the desire to provide all students involved with cross­cultural leadership experiences.  Finally, to assist with the planning of the camp and to encourage cross­cultural team building, committees were formed between the L­SWE leadership team and the University of Michigan members to plan and carry out different aspects of the camp, namely, logistics, health

Conference Session

International Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathleen Meehan, University of Glasgow; Andrew Phillips, University of Glasgow; Duncan J Bremner, University of Glasgow; Katy Phillips, University of Glasgow

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International

fermentation processes.Andrew Phillips, University of GlasgowDr. Duncan J Bremner, University of Glasgow Dr Duncan Bremner has over 30 years in the semiconductor industry and has held operational and strategic executive roles in product development and technology planning within leading organisations such as National Semiconductor and The Intel Corporation. Duncan is presently employed by the University of Glasgow’s School of Engineering working with both academic staff and industry partners to develop collaborative projects. He is also responsible for the development and delivery of the course on Professional Practice for Engineers in China. Duncan has been active in promoting a system view of Sensor Systems and more

Conference Session

International Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine A. Twyman, Virginia Tech; David B. Knight, Virginia Tech

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International

with course learningobjectives, can be categorized as: 1) engineering focused (i.e., visiting companies), 2) academic(i.e., visiting universities), and 3) cultural (i.e., visiting a range of sites while emphasizingrelationships with engineering). In this paper we explore how students’ learning experiencesvaried across those different kinds of visits. Results can inform leaders of similar short-terminternational experiences of engineering students as they make learning-centered decisions abouthow to best plan and balance program itineraries.Related Literature on Study Abroad ProgramsThere are several examples of institutions developing international engineering programs to helpdevelop global engineers. Jesiek et al.4 studied three such study

Conference Session

International Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Lum, University of Washington; Stephanie Gardner, University of Washington; Cathryne Jordan, University of Washington; Matthew Dunbabin, Queensland University of Technology

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historically underrepresented within higher education and engineering. Cathryne earned a BA in Speech Communication, Masters in Public Affairs (MPA), and is currently pursuing an Ed.D. in Educational Leadership and Policy Studies.Dr. Matthew Dunbabin, Queensland University of Technology Dr Matthew Dunbabin joined QUT as a Principal Research Fellow (Autonomous Systems) in 2013. He is known internationally for his research into field robotics, particularly environmental robots, and their ap- plication to large-scale monitoring. He has wide research interests including adaptive sampling and path planning, vision-based navigation, cooperative robotics, as well as robot and sensor network interactions. Dr Dunbabin received his

Conference Session

International Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dhinesh Balaji Radhakrishnan, Purdue University; Jennifer Deboer, Purdue University, West Lafayette

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and student-driven curricula. The paper provides an overview and describesthe development of the first and fourth component of the curriculum, i.e. the role of technologyand the content for the course planned until the publication of this paper, and it serves primarilyto document the design and initial development phases of the ongoing project.IntroductionOne of the most pressing topics in educational development has been the need for educationalaccess and equity for diverse students and the potential role of technology to achieve thisinclusion. To achieve this objective, the educational context needs consideration, in particularwith respect to available resources and existing social, political, and cultural structures. Todesign an enriching

Conference Session

International Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

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interaction and help break thetraditional lecture dominant pattern when cooperative learning protocols are deployed. Thepaper will illustrate how cooperative learning can advance academic success, quality ofrelationships, psychological adjustments, and attitudes toward the college experience. Whatneeds to be done to move the process forward? What are the key components of successfuldeployment of active learning in general and cooperative learning in particular? How tofoster and expand the community of engineering faculty who use cooperative learning?What plans, efforts, and resources need to be mobilized to institutionalize pedagogies ofengagement including cooperative learning at the department or college level?Next, it identifies barriers to

Conference Session

International Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Walter McDonald, Virginia Tech; Daniel S. Brogan, Virginia Tech; Vinod K. Lohani, Virginia Tech; Gopalkrishna H. Joshi, KLE Technological University; Ashok S. Shettar, KLE Technological University

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has ME and PhD in Civil Engineering from the Indian Institute of Science, Bangalore. Dr. Shettar has over 30 years’ experience in engineering education and administration. His expertise lies in strategic planning and institutional development, Engineering Education Research and Industry -Institute Society interaction in regional development. c American Society for Engineering Education, 2016 Developing a First-Year Engineering Course at a University in India: International Engineering Education Collaboration Walter M. McDonald, Daniel S. Brogan, Vinod K. Lohani, Gopalkrishna H. Joshi, Ashok S. ShettarAbstract: This paper presents the results of collaborative efforts between

Conference Session

International Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Thomas J. Siller, Colorado State University; Alistair Cook, Colorado State University; Gearold R. Johnson, Colorado State University

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www.ewbchallenge.org. There are alsotechnical resources, such as water quality data, electrical grid plans, designs/sketches of existinginfrastructure etc. are provided where available. In 2015, as the EWB Challenge was located inCameroon many of the resources were in French to illuminate the difficulties of working in otherlanguages to the mostly English speaking students across the partner countries that undertake thechallenge. The students tend to be asked to understand the context and culture that will inform theirdecisions through individual and team research, having been introduced to the issues through anintroductory lecture that includes basic details on the community and their culture including religion,socio-economic, education and language etc. of

Conference Session

International Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathleen Meehan, Virginia Tech; Gianmarco Radice, University of Glasgow

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International

, the subject of which varies depending on the degree programme;mechatronic students have to design an autonomous vehicle that navigates a maze,aerospace systems students have to develop the flight control software for an autonomoussemi-constrained quadrotor. The students are accompanied by the UGS staff, who take thisopportunity to undertake professional development courses, meet with UoG staff to discusscollaborative research projects, review plans for course modifications, and to becomefamiliar with changes in the UoG regulations and policies. Thus, it is hoped that the summeroverseas immersion programme fosters a stronger relationship between the UGS and UoGstaff as well.To insure that the assessment of the courses is identical to that used

Conference Session

International Division Technical Session 6

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ning Xuan Yip, Purdue University, West Lafayette; Melissa Loren Ullmer, Purdue University, West Lafayette; Jennifer L. Groh, Purdue University, West Lafayette; Darshini Render, Purdue University, West Lafayette

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 scalable program in which diversity and multicultural awareness activities and measures are built into existing mentoring initiatives. As a result of this study, along with plans for future related studies, similar activities could be replicated at other universities and organizations to create more opportunities closer to one’s home for intercultural awareness. This type of programming can help address a gap for those engineering students who either choose not to study or work abroad and/or may encourage some to consider going abroad who wouldn’t have otherwise. Another gap which this study addresses is the paucity of research on the impact of culture on mentoring programs and relationships (Kent et al., 2013). Also, in having conducted this

Conference Session

International Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ivan E. Esparragoza, Pennsylvania State University; Uladzislau Ivashyn, Pennsylvania State University

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. Expectancy of success is defined as one’s beliefs about competencein a domain; it is not necessarily task-specific.Aspects of instrumentality capture how students perceive the importance of what they are doingin class relative to their future careers. Students’ expectancy is based partly on their self-efficacy10, in addition to their perceptions about the difficulty of the goal, their prior experience,and peer encouragement from others8. Students with high self-efficacy use more cognitive andmetacognitive strategies as well as self-regulatory strategies such as planning, monitoring, andregulating11. Achievement motivation, which encompasses students’ attitudes about theirabilities and tasks, can elucidate student choices related to persistence in

Conference Session

International Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Holt Zaugg PhD, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Alan R. Parkinson, Brigham Young University; Spencer P. Magleby, Brigham Young University; Timothy L. Elliott, Brigham Young University; Kathryn L. Watkins, Brigham Young University; Meaghan Lynn Weldele, Brigham Young University; Quincey Cole, Harold B. Lee Library ; Lindsey R. Barnes

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programs. Previous to this current position, he directed the study abroad programs at Utah Valley University, and managed international student programs at Brigham Young University and the University of Virginia. Lynn has a BA in Economics and an MA in International Relations from Brigham Young University and a Ph.D. in Foreign Affairs from the University of Virginia.Kathryn L. Watkins, Brigham Young University Kathryn is in the last year of her Bachelor’s Degree in Linguistics.Ms. Meaghan Lynn Weldele, Brigham Young University I am currently an undergraduate student at Brigham Young University and will be graduating in April 2016 with a BS in conservation biology. After graduation I plan to attend graduate school in the

Conference Session

International Division Technical Session 8

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott Danielson, Arizona State University; Huong Huu Diem Nguyen, Arizona State University; Kathy Denise Wigal, Arizona State University

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beviewed as somewhat prescriptive. The ABET evaluation process is a peer-review process fromthe disciplinary viewpoint. Thus in an ABET evaluation, an evaluator from a relevant technicalsociety will be sent to assess the program.In comparison, AUN-QA seeks to create viable internal quality assurance (IQA) systems withinASEAN universities. The primary focus of AUN-QA assessment at the program level (there areinitial efforts underway towards doing institutional level evaluations) is for the purpose ofimproving the effectiveness of the quality assurance system. AUN-QA has adopted the Plan -Do – Check - Act (PDCA) approach for improving QA practices, as shown in figure 2.8 Thus,AUN-QA accreditation is more system and process–oriented. Student

Conference Session

International Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julia Ziyatdinova, Kazan National Research Technological University; Artem Bezrukov, Kazan National Research Technological University; Anna Sukhristina, Kazan National Research Technological University; Phillip Albert Sanger, Purdue University, West Lafayette

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out group-specific activities on each level.The remote office is to analyze the progress of a university and make decisions on theinitiation of respective internationalization activities according to the networking level.The more detailed description of levels is provided below.Level 1: intentions (application of the “declarative” approach). A university declares itsintentions to internationalize with its potential partners abroad. Meetings and negotiations arecarried out and networking counterparts send their delegations. Plans and roadmaps areagreed as the outcomes of the stage one. The remote office is opened with an “easy partner”motivated to cooperate.Fig. 2. Proposed networking model for of engineering university

Conference Session

International Division Technical Session 8

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Matherly, The University of Tulsa; Gisele Ragusa, University of Southern California; Sarah R. Phillips, Rice University & University of Hawaii - Manoa; Cody Alan Chapman, University of Tulsa

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Paper ID #16659International vs. Domestic Research Experiences for Undergraduates (REU):A Three-Year Assessment of the Preparation of Students for Global Work-forcesDr. Cheryl Matherly, The University of Tulsa Dr. Cheryl Matherly is Vice Provost for Global Education at The University of Tulsa, where she has responsibility for the strategic leadership of the university’s plan for comprehensive internationalization. Dr. Matherly’ co-directs the NanoJapan program, funded by the National Science Foundation in order to expand international research opportunities for students in STEM fields. She is the recipient of two

Conference Session

International Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marina Panteleeva, Kazan National Research Technological University; Phillip Albert Sanger, Purdue University, West Lafayette; Artem Bezrukov, Kazan National Research Technological University

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covers the best practices of Russian and American scholars in this area aswell as provides two examples of implemented high school courses, one in the Republic ofTatarstan, a part of the Russian Federation and the second, in the state of Pennsylvania, USA.These regions represent a large diversity of ethnical groups and was considered to be a solidexperimental platform.Cross Cultural Education in Tartarstan, RussiaImproving intercultural education by including a cross-cultural educational model is part ofthe multicultural education development program of developed in 2011-2020 plan proposedby the Ministry of Education of the Russian Federation relating to the Republic of Tatarstan.This republic has a diverse demographic comprising 52% - Tatars

Conference Session

International Division Technical Session 6

Collection

2016 ASEE Annual Conference & Exposition

Authors

Luis Alfredo Martins Amaral, University of Minho - ALGORITMI; Rosa Maria Castro Fernandes Vasconcelos, Universidade de Minho; Magda Oliveira Pinheiro, University of Minho

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Paper ID #15650Engineering, a Course of Men: The Inversion of That TrendProf. Luis Alfredo Martins Amaral, University of Minho - ALGORITMI Born in 1960 is Associate Professor at Department of Information Systems in the School of Engineering of University of Minho. Researches and teaches in the areas of Information Systems Planning, Information Systems Management and the Information Society, especially in the field of Public Administration. Chairman of the Board of the GCC - Computer Graphics Center since 2005. Pr´o-Rector of University of Minho between 2006 and 2009. President of the National College of Informatics

Conference Session

International Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anna Sukhristina, Kazan National Research Technological University; Artem Bezrukov; Julia Ziyatdinova

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-Pacific region.Vietnam was selected as one of the target countries for integration with industry due to itsmultiple regional and national agreements and projects. For instance, 40 percent of crude oiland around 25 percent of natural gas Vietnamese companies produce together with theirRussian partners; the largest Russian and Vietnam oil producing companies signed aMemorandum of Understanding (MoU) to facilitate their joint work. In 2015, other importantdocuments were signed, specifically a Plan of Investment, an MoU on revamping the powerplants in Vietnam, an agreement between railway companies, and others.4However, even after critical documents have been signed by both parties, it is important toconsider different aspects of establishing

Conference Session

International Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gholam Ali Shaykhian, Florida Institute of Technology; Jinan Ziade; Mohd A. Khairi, Najran University

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practices tocarry out or avoid when attempting to form business relationships in MENA. A United Statesfederal government agency, the Overseas Private Investment Corporation (OPIC), has beeninstrumental in promoting and assisting United States multinational corporations operatingoverseas. A survey conducted in 2014 shows that 52% of multinational corporations (MNCs)surveyed aspire to increase business operations globally and only 15% planned to developleaders with cultural competence [30]. This discrepancy may lead to a loss in pool of globalleadership and a critical gap in cross-cultural skills [30]. For an organization to enhanceorganizational performance and remain globally competitive using cross-cultural understandingas an effective tool

Conference Session

International Division Technical Session 5

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dominik May, TU Dortmund University; A. Erman Tekkaya, TU Dortmund University

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. And the third group con-centrated on quality of life and future plans for the region. In addition to that, all of the groupswere asked to compare their results with their home countries in terms of any major differ-ences or even similarities. The results were presented and discussed in class during one of theearly live sessions. Hereby the students simultaneously gained knowledge about their futuredestination and challenged their personal understanding about their own cultural background.Furthermore, they were introduced into the home countries of their future classmates. Anoth-er activity in this course part was dominated by several discussions about the essence of theengineering profession, necessary competences for successful careers in

Conference Session

International Division Technical Session 6

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sara P Rimer, University of Michigan; Sahithya Reddivari, University of Michigan; Aline Cotel, University of Michigan; Elizabeth Frances Cloos Dreyer, University of Michigan

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 institutions, they were designed and implemented to provide some supplementary skills and experiences that will address some of the voids in their education. Additionally, the international network of peers has fostered the ability for continued peer networking to occur between L­SWE and the undergraduates from the UM­SWE. It is planned that the Leadership Camp will be carried out by the University of Michigan graduate students for multiple years until members of L­SWE begin to graduate and are able to facilitate the camp’s programing thereafter. Additionally, the partnership will look to expand its capacity as it supports L­SWE members past their undergraduate education, as they look for engineering employment and to apply to graduate school

Conference Session

International Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Larry J. Shuman, University of Pittsburgh; Renee M. Clark, University of Pittsburgh; Scott Duplicate Streiner, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

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://www.asee.org/resources/beyond/greenreport.cfm2. National Academcy of Engineering. The Engineer of 2020: Visions of Engineering in the New Century. National Academy Press,(2004). Retrieved from http://www.nae.edu/Programs/Education/Activities10374/Engineers of2020.aspx3. National Science Foundation. Investing in America’s Future: Strategic Plan, FY 2006-2011 (Arlington, VA: National Science Foundation)4. Engineering Education and Practices in the United States: Foundations of our Techno-Economic Future (Washington, DC: National Research Council)5. National Science Foundation (EEC 116040) Collaborative Research: Assessing the Spectrum of International Undergraduate Engineering Educational Experiences.6. Braskamp

Conference Session

International Division Technical Session 5

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bill Guariento, University of Glasgow; Nazmi Abdel-Salam Almasri, The Islamic University of Gaza - Palestine; Anna Rolinska, University of Glasgow

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open comments supported this hypothesis. Looking at the data, it appears likelythat many had understood the question to refer specifically to the Gaza-related problem thatthey had been working on, rather than a generic improvement (or otherwise) to their problem-solving skills. ‘We found the references which use good methods and solutions in othercountries. And evaluate whether these responses can used in Gaza’ (UofG student); ‘In thisproject, I learn to choose the best solution for a problem, catching the context and filteringthe nonsense plans at the same time’ (UofG student). However, it is hoped that the studentswill nevertheless use their experience to reflect on the cognitive processes that take placewhen solving complex problems in