Conference Session

Concurrent Paper Tracks Session I Accredidation

Collection

2016 ASEE International Forum

Authors

Sergey Gerasimov, Siberian Transport University; Yury P Pokholkov, Tomsk polytechnic university, Association for Engineering Education of Russia; Kseniya K Tolkacheva, Association for Engineering Education of Russia, Tomsk Polytechnic University; Jose Carlos Quadrado, Instituto Superior de Engenharia do Porto

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International Forum

and as an entry route to the engineering profession.It is crucial to develop system of continuous programmes improvement at universities through anindependent external accreditation of educational programmes by the agencies representing nationaland international professional community.External evaluation process leads to several positive impacts. It helps to increase credibility to theprogramme from different stakeholders. International recognition gained upon successful accreditationof the educational programme facilitates its competitiveness and accountability and leads to realquality improvement of the whole educational programme[1].The first steps in setting up and implementing a system of Quality Assurance of engineering educationin

Conference Session

Concurrent Paper Tracks Session II Courses

Collection

2016 ASEE International Forum

Authors

Frederick C Webber, Air Force Research Laboratory; KelseyLee Hunter Schafer, Air Force Research Laboratory; Eric T. Vinande, Air Force Research Laboratory; John P McIntire, US Air Force Research Laboratory; Daniel D. Jensen, U.S. Air Force Academy; Shaohui Foong, Singapore University of Technology and Design; Wai Yong Chue, DSO National Laboratories; Yaohui Li, DSO National Laboratories; Kevin Ang, Temasek Laboratories @ National University of Singapore; Richard H. Crawford P.E., University of Texas, Austin; Gabriel Hoongwen Wong, DSO National Laboratories

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International Forum

Conference Session

Concurrent Paper Tracks Session I Study Abroad Programs

Collection

2016 ASEE International Forum

Authors

James N Warnock, Mississippi State University; Galyna Melnychuk, Mississippi State University

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International Forum

apply are summarized in table 1.Table 1: Summary of relevance of faculty-led study abroad courses to the different engineeringcurricula. Engineering Mechanics I Engineering Technical (Statics) Economy WritingAerospace Engineering R E RBiological Engineering R E R Chemical Engineering R E R Civil Engineering R E

Conference Session

Concurrent Paper Tracks Session II Courses

Collection

2016 ASEE International Forum

Authors

Dorian A. Cojocaru, University of Craiova; Anna Friesel, Technical University-Copenhagen; Daniel Spikol, Malmö University

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Diversity, International Forum

project results in learning analytics tools for practice-basedSTEM learning that are appropriate for real-world learning environments.IntroductionThe PELARS1 project is intended as a testing ground and generator of 21st-Century STEMknowledge and skills. The project generates, analyses, uses and provides feedback for analyticsderived from hands-on, project-based and experiential learning scenarios. These scenarios are: 1. European High School level STEM classrooms. 2. Postsecondary Science and Engineering practical environments. 3. The more open-form studio environments of the Interaction Design Schools (which form the basis and inspiration for many of the project’s orientations).The project serves to help better understand learners' knowledge

Conference Session

Concurrent Virtual Sessions

Collection

2016 ASEE International Forum

Authors

Christoph Matthies, Hasso-Plattner Institute, University of Potsdam, Germany; Thomas Kowark, Hasso Plattner Institute; Matthias Uflacker, Hasso Plattner Institute for IT Systems Engineering

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International Forum Virtual Presentation

through the course, and a final one at the end of the course. The Product Owners,with help by team members, present the system to the entire course as well as the teachingteam and other stakeholders, i.e. the future users of the system, and receive feedback.Within the project, a custom-tailored version of the Scrum process is used as a frameworkfor development efforts (see Figure 1). The teams follow the Scrum process as closely aspossible, with necessary adaptations being made to account for the fact that students arenot full-time developers. XP (eXtreme Programming) practices are also taught, as their1 https://www.codeschool.com/courses/rails-for-zombies-reduxfocus on engineering complements the management practices of Scrum and we agree

Conference Session

Concurrent Paper Tracks Session II Courses

Collection

2016 ASEE International Forum

Authors

Jennifer Craig, Massachusetts Institute of Technology

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International Forum

fororal communication acts (Item 8; mean= 75; S.D. =18).At the other end of the spectrum, students reported the least increase in their confidence onItem 1, their ability to identify objectives in speaking about their work, (mean = 76;S.D.= 18).As Table 4 shows, there still was a statistically significant increase in this measure, but notthe strong increases shown in Items 3, 5, 6, and 8. Part of this lower measure of self-efficacymay have come from the highly directive approach of the design team in which studentswere not invited to think about their objectives but instead had a specific activity prescribed.Students then were instructed to complete that activity. A slower pace and more autonomymight have given students time to think critically

Conference Session

Concurrent Paper Tracks Session II Skills Development

Collection

2016 ASEE International Forum

Authors

Mahmoud Abdulwahed, Qatar University

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International Forum

; 2005; Jamieson et al., 2009; Mena et al., 2012; Hundley et al., 2012;Knight, 2012; Spinks et al., 2006; Bourn and Neal, 2008). In the Middle East, the GCC, andQatar an investigation similarly has not been conducted, hence this study sheds an importantperspectives bridging an empirical gap in the literature and contributing to better design offuture engineering education in Qatar.There are four main dimensions that are driving Qatar’s economy into a KBE: 1- QatarNational Vision 2030, 2- World Cup 2022 and the associated mega projects, 3- Instability ofOil and Gas prices, and 4- Regional growth and competition for skills, products, andinvestments in the GCC region mainly led by UAE and Saudi Arabia.Qatar is increasingly investing in knowledge

Conference Session

Concurrent Paper Tracks Session I Study Abroad Programs

Collection

2016 ASEE International Forum

Authors

Yanjun Yan, Western Carolina University; Paul M Yanik, Western Carolina University; Sudhir Kaul, Western Carolina University; Chip W Ferguson, Western Carolina University; Robert D. Adams, Western Carolina University; Wes Stone, Western Carolina University; Hugh Jack, Western Carolina University; Jeffrey L. Ray, Western Carolina University

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International Forum

modules in collaboration, a successful launching of a travel course comesfrom not just a single module, but an integrated efforts of them all. All the modules incollaboration are intertwined, and they are fostered throughout the entire duration of thetravel course’s development and implementation.To foster an effective collaboration, the key is to find out the trustworthycollaborators, trust them, learn from them, and appreciate them.Through the collaborations with a wide-range of colleagues and friends, we discovered acolleague had previously drafted a travel course proposal, but the proposal was declinedby the administration. That is why there had never been a travel course offered in ourdepartment before. The common concerns include:1. Why is

Conference Session

Concurrent Paper Tracks Session II Skills Development

Collection

2016 ASEE International Forum

Authors

Hu Yu, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University

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International Forum

suggestions for designing similar engineering leadership programs in the future.IntroductionFast-paced technological transformation and innovation demands not only technical expertisefrom future engineers, but also multiple soft skills, in particular leadership [1]. Crumpton-Young indicated that engineering leadership is the influence and ability to lead otherengineers and technical staff to design, create, innovate, implement and evaluate and assessservices and products [2]. MIT-Gordon engineering leadership program describes engineeringleadership as a set of capabilities and values that enable a person to accomplish a multi-disciplinary complex project by leading teams instead of functioning as an individualtechnical contributor. Engineering

Conference Session

Concurrent Paper Tracks Session II Courses

Collection

2016 ASEE International Forum

Authors

Michael E. Auer, CTI Villach, Austria; Abul K. M. Azad, Northern Illinois University

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International Forum

and Remote Laboratories as one of the most importantfuture technologies in learning.1 With this in mind researchers and academics have madeconsiderable advances in the design and development of online laboratories. These laboratoriesare accessible via the Internet 24 hours a day and 7 days a week. These advancements havebeen possible because of the growing advancement of Internet and networking technologies aswell as new developments in e-learning and e-work tools. The forerunners in this area areengineering disciplines and the natural sciences.Active learning by means of online laboratories is especially valuable for blended learningapproaches. Students can access online laboratories from almost any location and the onlyneed is web access

Conference Session

Concurrent Paper Tracks Session II Outreach

Collection

2016 ASEE International Forum

Authors

Libanos Redda, SPEED; Fabian Reichl, SPEED (Student Platform for Engineering Education Development); Agustin Ferrario, National Technological University, Resistencia Faculty, Argentina; Rohit Kandakatla, SPEED; Dhinesh Balaji Radhakrishnan, Student Platform for Engineering Education Development

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Diversity, International Forum

Education Development Graduate Research Assistant at the School of Engineering Education, Purdue University and Global Stu- dent Forum Chair for 12th GSF’2016, Seoul. c American Society for Engineering Education, 2016 The Global Student Forum: A model for developing student leaders in engineering educationIntroductionThe Global Student Forum (GSF) is a three-day event organized by the Student Platform forEngineering Education Development (SPEED).1 Students come to GSF from all over the worldto participate in a series of workshops, discussions, and presentations, culminating in the creationof action plans. The chief aim of these projects is to enable students to become a factor

Conference Session

Concurrent Paper Tracks Session I Curriculum

Collection

2016 ASEE International Forum

Authors

Alice F. Squires, Washington State University; Jon Patrick Wade, Stevens Institute of Technology (School of Systems & Enterprises); Nicole A.C. Hutchison, Stevens Institute of Technology

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International Forum

disciplinary success (4 attributes) • Professional Attributes: Workplace-related competencies needed for effective global performance (5 attributes) • Personal Attributes: Individual characteristics needed for global flexibility (4 attributes) • Interpersonal Attributes: Skills and perspectives needed to work on interdependent global teams (2 attributes) • Cross-cultural Attributes: Societal and cultural understanding needed to embrace diverse viewpoints (5 attributes)Of these, the top eight attributes (assumed order of perceived importance) reported by Hundley2are shown in Table 1. Table 1. Top Eight Attributes of the Global Engineer (adapted2) Category

Conference Session

Concurrent Virtual Sessions

Collection

2016 ASEE International Forum

Authors

Nailya Sh. Valeyeva, Kazan National Research Technological University; Roman V. Kupriyanov, Kazan National Research Technological University; Elvira R. Valeyeva, Kazan National Research Technological University

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International Forum Virtual Presentation

; help them prepare for academic success and future careers. References[1] Hutorskoy, А.V. (2003) Didakticheskaya evristika. Teoriya i tehnologiya kreativnogo obucheniya [Didactic heuristics. Theory and Creative Learning Technology] Moscow: Publishing House in Moscow State University, 416 p.[2] Karimov, A., & Kazakova, V. (2015) Intellectual Virtues and Education Practice. The Social Sciences, 10 (6): 1317-1323.[3] Khalid, A., Chin, C.A., Atiqullah, M.M., Sweigart, J.F., Stutzmann, B., Zhou, W. (2013) Building a Better Engineer: The Importance of Humanities in Engineering Curriculum Paper presented at ASEE Annual Conference, Atlanta, Georgia. https://peer.asee.org/19270

Conference Session

Concurrent Paper Tracks Session II Outreach

Collection

2016 ASEE International Forum

Authors

Leslie Seawright, Texas A&M University at Qatar; Ibrahim Hassan P.E., University of Texas, Austin; Ali Darwish Alashar, Texas A&M University at Qatar

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Diversity, International Forum

english professor. Students gained valuable transferable skills while workingon this project including creative thinking, audience awareness, teamwork, technical writing,visual design, and communication. The authors of this paper, who include the students thatworked on the project, aim to promote and encourage the idea of undergraduate students activelyengaging and creating STEM programs and initiatives for K-12.IntroductionThe idea of STEM education has been around since the early 1900’s. Originally called, SMET(science, mathematics, engineering, and technology), educators focused on instructing studentsin skills that would benefit their future societies[1]. The idea of enriching these fields by creatingstudents well versed in them quickly

Conference Session

Concurrent Paper Tracks Session I Study Abroad Programs

Collection

2016 ASEE International Forum

Authors

Jeongkyu Lee, University of Bridgeport; Sarosh H Patel, University of Bridgeport; Brian Lim, University of Bridgeport; Roger Dianlei Geng PhD, Wuhan University of Science and Technology; Zhigang Jiang, Wuhan University of Science and Technology

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International Forum

complete all four years at WUST or transfer to UB after two years, will be granted aCertificate of Graduation and a Bachelor’s degree from WUST after satisfactorilycompleting of the program requirements. There are several important characteristics of theprogram between UB and WUST: (1) the program focuses on a specific academic program,so both universities design the program that fits students at WUST: (2) a collaborativeprogram by transferring the credits earned at the other institution: and (3) UB professors visitWUST to teach courses, while WUST faculty members from China visit UB for professionaldevelopments as visiting scholars. As a result of the program, eight WUST students havetransferred to UB at the junior level in Fall 2015, and about

Conference Session

Concurrent Paper Tracks Session I Accredidation

Collection

2016 ASEE International Forum

Authors

Uriel Ruben Cukierman, IFEES; Lueny Morell, InnovaHiEd; Rene Alejandro Noel, Universidad de Valparaíso; Roberto Munoz, Universidad de Valparaíso; Eduardo Vendrell Vidal, Polytechnic University of Valencia; Carlos Becerra, Escuela de Ingeniería Civil Informática, Universidad de Valparaíso; Carmen Gloria Prado Mg, Universidad de Valparaiso

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International Forum

students and morethan 1.800 faculty. The educational project1 of the University of Valparaiso, reformulated in2012, has been defined as “learning outcomes oriented”, which is a nuanced interpretation ofthe learning outcomes educational model. This approach was undertaken to allow the initialintroduction of the learning outcomes model in a public and traditional university, whereresistance to change and administration formalism are serious threats to a massive curriculartransformation. Hence this definition does not necessarily force to completely change allcurricula, but rather a conceptual change that involves four key elements2: 1. Graduate profiles are formulated in terms of learning outcomes 2. Curricular design must be driven by the

Conference Session

Concurrent Paper Tracks Session II Skills Development

Collection

2016 ASEE International Forum

Authors

Thomas M. Powers, University of Delaware

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International Forum

 Perspectives    in  Science  and  Engineering  Ethics    Abstract    In  2014  an  interdisciplinary  team  of  researchers  from  the  University  of  Delaware  began  a  5-­‐year  project  with  the  Online  Ethics  Center  (OEC)  to  gather  international  perspectives  on  science  and  engineering  ethics,  broadly  construed.1    We  seek  instructional  and  scholarly  materials  from  international  institutions  and  individual  foreign  scholars  and  teachers.  This  paper  describes  the  rationale  and  outlines  the  theoretical  foundation  of  this  project.    The  central  issue  to  be  addressed  here  is:  if  there  is  indeed  a  benefit  to  the  “internationalization”  of  science  and

Conference Session

Concurrent Paper Tracks Session II Courses

Collection

2016 ASEE International Forum

Authors

Hamadou Saliah-Hassane ing., TELUQ -University of Quebec; Mamane Moustapha Dodo Amadou ing., École de technologie Supérieure; Maarouf Saad, Ecole de Technologie Superieure; Willie K. Ofosu, Pennsylvania State University, Wilkes-Barre Campus

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International Forum

laboratories based onsimulations are called Virtual Laboratories [1-5]. On the other hand, hands-on/physicalexperiments require equipment. With the traditional approach of performing experimentdirectly with equipment, the need for equipment grows proportionally to the increase ofthe number of students, often resulting in considerable expenses. Following hands-onapproach, the only way for universities to share the same equipment is if the students of aother universities are moving physically to a given university to perform their laboratorysessions. We all now know that one way to overcome this drawback is the use of remotelaboratories [6-14]. Remote laboratories allow students to access and manipulate realequipment located anywhere in the world

Conference Session

Concurrent Paper Tracks Session II Outreach

Collection

2016 ASEE International Forum

Authors

Terrell Lamont Strayhorn, The Ohio State University; Royel Montel Johnson, Center for Higher Education Enterprise

Tagged Topics

Diversity, International Forum

produces significantlearning gains for students, although research is sparse on learning thataccrues from internships and co-ops in engineering (Linn, Howard, & Miller,2004). Still, it is estimated that thousands of students participate in either co-op or internships annually, 67% of recent college graduates completed atleast one internship while in school, and 56% of employers expect to hiremore interns in the future. Despite their widespread use and popularity, weknow relatively little about the influence of co-ops and internships on URMstudents' learning in engineering. This is the gap addressed by this study.                                                                                                                1  There is