between professors on both sides of theAtlantic, resulting in invited seminars and joint proposals. Currently in its third year, theresearch exchange has grown to six “pairs” of faculty, who are now working together. We willexpand this program to include additional faculty as we increase the numbers of studentparticipants.1. The Exchange Program with the Karlsruhe Institute of Technology (formerly the Page 15.598.2University of Karlsruhe)When the College of Engineering at the University of Kentucky decided to offer moreinternational experiences for its students in 2006, its motivation was mostly to help betterprepare students for a global
globalcompetence8. In preparation for this refined set of outcomes, the college has studied the resultsof a preliminary set of assessments that have been uniformly applied to a variety of the collegeprograms over a period of 1-5 years. This set of uniform assessment data has allowed us tocompare outcomes from different program models.The objectives of this paper are to provide a brief introduction to the programs within theCollege of Engineering and Technology at BYU, describing their structure and learningoutcomes, present uniform assessment data from these programs and draw preliminaryconclusions on the ability of different program models to achieve outcomes related to global
Doors 2009, p. 45.12 Faculty Survey of Student Engagement Results 2008, published in Promoting Engagement for AllStudents: The Imperative to Look Within, National Survey of Student Engagement 2008 Results, p. 21.[Online report accessed 1/27/2009, as revised 11/14/2008.]13 SRI and Report on U.S. Fulbright Scholar Follow-Up Study, submitted to Council for InternationalExchange of Scholars by ORC MACRO, August 2005 (MACRO), p. 52.14 SRI, p. 36.15 SRI: p. 39. Page 15.605.5
Experiential Learning for Engineering Technology StudentsAbstractExperiential Learning (EL) is a philosophy in which educators purposefully engage learners indirect experience and focused reflection in order to maximize learning, increase knowledge, anddevelop skills. Based on the famous experiential learning model developed by David A. Kolb[1]there are four stages in a learning process: Concrete experience, reflective observation, abstractconceptualization and active experimentation. This model shows how theory, concreteexperience, reflection and active experimentation can be brought together to produce richerlearning than any of these elements can on its own. There are many avenues of concreteexperience for the students in
by the professor at the end of the studyabroad. The students were also asked to present their experience in multiple platforms. Thispaper describes the evolution of the FLEAP in our university and uses the Germany study abroadto discuss what worked and what did not. It is expected that the experiences of the CGE, the leadfaculty for the Germany study abroad, and the advisory council will assist other universities inestablishing a similar program.1. IntroductionIn recent years there has been increasing demand and push for global experience through anacademic setting, as seen in Figure 1. For would-be engineers this is even more important in thisworld of ever-increasing global collaboration and commerce. In 2011/12 over 283,000 US
spend free time together with their team.As part of the experience, students have the opportunity to visit global and local companieswithin Singapore to learn more about the product development process, manufacturing, anddevelop an increased understanding of the global economy, laws and regulatory practicespertaining to each company.Students attend interactive classroom sessions taught by Professors from PSU, NUS, BYU, andBrigham Young University-Idaho (BYU-I). The program covers topics relating to the basicproduct development process within a global context. A list of lecture topics and the scheduleutilized from the most recent program conducted in 2013 is shown in Table 1.Two approaches have been utilized for project selection over the years
enrollment of international students and because of increasing numbersof first-year students, up by nearly 30% between 2007 and 2012, the College of Engineering wasinterested in answering the following research questions: (1) what are some differences ininternational and domestic students’ reported perceptions and attitudes at the beginning of theirfirst year of engineering?, and (2) what are some differences in international and domesticstudents’ reported perceptions and attitudes, specifically regarding their learning experiences, atthe end of their second year of engineering?MethodsData for this study was collected using two surveys: one sent to first-year students in the fall2011 semester, and one sent to second-year students in the spring 2013
national boundaries and culturalbackgrounds, as well as across disciplines to successfully apply the results of basic research tolong-standing global challenges such as epidemics, natural disasters and the search foralternative energy sources.”1 Clearly, the global preparedness of engineering students isbecoming an important educational outcome and is a natural extension to recent concerns by anumber of national commissions as well as scholars, who have also noted the impact ofglobalization and the implication for continued U.S. economic leadership.2,3,4Given this concern, engineering educators have been rethinking the skills and tools that theirgraduates will need to function effectively with their international counterparts. To our researchteam
structure selected for the multinational collaboration reported in this paper is theparallel design project, in which the teams in each country work independently on the samedesign proposal but they are required to share information and discuss ideas with theirinternational partners to enrich the final solution. The development of the project following adesign process is shown in Fig. 1 where local and international activities are identified. Page 24.202.5 Figure 1 Design process for the collaborative projectThe collaborative project
. Page 24.204.3MethodologyAlong the fall 2013 semester we designed and implemented1, 4-7, 12 several PSLEs for twochemical engineering senior concurrent courses entitled Kinetics and Homogeneous ReactorDesign (IQ407) and Mass Transfer Unit Operations I (IQ412) at Universidad de las AméricasPuebla. Learning outcomes for IQ407 include that students will be able to: 1) determine reactionrate expressions from experimental data; 2) use basic concepts of kinetic, mass and energybalances, as well as principles from thermodynamics to design ideal homogeneous reactors; and3) assess and propose reactor operation conditions to achieve a specific objective5. Learningoutcomes for IQ412 include that students will be able to: 1) use basic principles of
Valencia Page 24.248.1 c American Society for Engineering Education, 2014 BUILDING TRANSATLANTIC COLLABORATION FOR EXCELLENCE IN DOCTORAL EDUCATION J.Orozco‐Messana1*, C.Jimenez‐Rico1, J.M.Martinez‐Rubio1, K.McDonald2**, J.Sun3** (1) Universitat Politécnica de Valencia (Spain) (2) University of California Davis (USA) (3) University of Pennsylvania (USA) * Corresponding author: jaormes@cst.upv.es
as the magnificence and glory of Herat is the inheritance of that period. An example of Timurid era architecture is reflected in Figure 1. The war of occupation by the Russians and the ensued civil war damaged and/or destroyed whatever was left of an architectural style peculiar to Herat. Migrations to the neighboring countries during the war years
in total 509 KTH students started studies abroad. Of these 509,288 students (56%) studied outside Europe. In total, 651 KTH students studied abroad during2012 and 1895 exchange students studied at KTH. Of these 1895, 1459 (77%) students camefrom countries belonging to the European Union [1]. Page 24.331.3These numbers show a large imbalance, with 2.7 incoming students per outgoing. Foruniversities outside Europe, the numbers give 1.5 incoming student per outgoing, and forEuropean students, KTH sees 6.6 incoming per outgoing student.Tables 1 and 2 show the ranking of countries for incoming and outgoing students.European country
, and • numerous elective courses in engineering ethics at various institutions, and adopted an across-the-curriculum approach which seeks to address the limitations of the required course model by spreading engineering ethics instruction throughout the engineering curriculum, e.g., in introduction to engineering courses, sophomore engineering science courses, junior discipline-based courses, and senior design experiences.As a result, the ECE program took the following steps to satisfy this outcome:II.a.1. The assignment of ‘Ethical Decision Making Scenarios’ in the freshman course ETCS105 “Career Discovery”II.a.2. students are required to enroll in several specific ‘Discovery Core Curriculum’ courseswith “Ethics
Page 24.777.3IntroductionThe International Engineering Program at the University of Rhode Island was conceived in 1987.The program was originally designed as a dual degree program for German and Engineeringmajors; students received bachelor’s degrees in the language as well as in their engineeringdiscipline. Key components of the program from the beginning were specialized languagecourses that included instruction in technical German and a six-month professional internshipwith an engineering company in one of the German-speaking countries.1 In 1995 an optionalsemester of study at URI's partner university, the Technische Universität Braunschweig, wasadded. The German undergraduate exchange was eventually expanded to include graduateprograms in
there will be less and less difficulties with the testing as we improveour techniques.Conclusions 1. The assumed problem of international students not understanding English may be little more than a fear that those students have of performing badly. Page 24.801.5 2. Great strides can be made by simply explaining what tests are attempting to show and not assuming that everyone knows their purposes. 3. Being comfortable with test taking can be the difference being passing and failing a test. 4. Looking closely at cultural issues can help to provide assistance in preparing students to take the speak tests and
Purdue. He is a distinguished professor at Purdue with a joint appointment in Chemical Engineering and Engineering Education.Pedro Neto P.E., Polytechnic Institute of SetubalMr. Carlos Alexandre Tiago, ESTBarreiro, IPS Research Assistant on Wedo, ESTBarreiro, Set´ubal Polytechnic Institute. Page 24.828.1 c American Society for Engineering Education, 2014 Is Engineering Education Research Global? The Answer May Surprise You. Bill Williams1,2, Phillip Wankat3, Pedro Neto1, Carlos Tiago1 1 ESTBarreiro, Instituto Politécnico de Setúbal, 2 CEG-IST, Universidade de
increase the rate at which RS aerial data can be confirmed. Alsohighlighted are the benefits of such collaborative research activities between institutions ofhigher learning with access to technologies that may be beyond the reach (due to limitedtechnological literacy or financial constraints) of agencies in developing countries.1. Introduction1.1 Antigua & Barbuda: Development in the National Interest?The act of balancing national development against preserving natural resources is a challengealmost all countries have faced, with some doing so more successfully than others. However, inlight of the current global economic conditions, many small and developing nations are learningthat not maintaining the right balance between the two may spell
support program change decisions, a study with the goals of 1) determine the relativeimportance of a defined set of eight competencies related to the practice of engineering in aglobal context, 2) determine the perceived level of preparation of recent engineering graduatesrelated to the competencies, 3) collect suggestions for improvement from selected constituencies,and 4) gather both information about current company practices and employment conditions forrecent graduates, was undertaken. By seeking ratings of both importance and preparation, bothimportance and a gap analysis can be used to set priorities for curriculum change. Eightcompetencies were arrived at by review of competencies from recent studies reported in theliterature for
and signal recording are available in this system. The abilityto generate arbitrary waveforms makes this instrument more versatile than an ordinary functiongenerator that can produce only three or four different waveforms. This design offers two significant advantages to educators: (1) it provides a low-costinstrument that can be used in undergraduate laboratories where more expensive commercialarbitrary function generators are not available; and (2) it is suitable for use as a student project.One interesting application for this system is the synthesis of sound. If the equation for aparticular sound wave is known, that sound can be produced when this function generator isconnected to an audio amplifier and speaker
sought to understand, with respect to innovation, who is working on what, why, andwhere. To this end, the research team raised the following research questions:1. What centers are working specifically on the topic of innovation2. What key innovation research and implementation agendas are being pursued pertaining to innovation?3. How can the complexity of the innovation field be made more understandable?Methodology The reported study is constituted within the framework of descriptive research, andwithin that, as an initial exploratory study that is intended to provide a set of concepts andrepresentations that could subsequently serve as the basis for subsequent more hypothesis-drivenresearch. The researchers seek to present a
signalized intersection will also be simulated. Finally on the basis of delaysimulation output, LOS of pedestrian and traffic flow is identified which ultimately helps forthe selection of facility and should be useful for enhancing the current assessment ofproviding pedestrian bridges. Page 23.37.3Methodology:The general methodology is represented through a flowchart in Figure-1. Yes Yes FIGURE 1 Flow diagram for facility selection procedure Page
young students are choosingengineering as a career to pursue despite work market demand for engineers.1. IntroductionExamining more carefully the training of engineers, it is assumed that technical skill isassociated with understanding and proficiency in a particular type of activity, especially thosethat are involved in methods, processes and procedures. As an example, one can take the trainingof the engineer, who - mostly - is focused on calculations, simulations and projects,characterizing it as an individual, above all, objective. Since the human ability can be understoodas the ability of individuals to interact with others and respect fellows and nature, theseindividuals are aware of their own attitudes, opinions and beliefs on
team performed similarly to how the U.S. student teams typically perform on this Page 22.833.6case study. About 1/3rd of the student team was composed of women students, and they wereassertive in making their points and were willing to take leadership positions. Theirwillingness to learn and experiment with new instructional materials seemed to overcome thelimitations provided by the infrastructure.4.2. Workshop at NIT Calicut, Summer 2009 Two researchers at LITEE were invited to NIT Calicut during Summer 2009 to provide aworkshop to faculty members and students as part of the TEQIP program. The researchersworked with the administration of NIT
globalbusiness.Ethics is defined as the set of standards, rules and guidelines for moral or socially approvedconduct and is based on the idea of what is right and wrong. Individuals’ ethical behavior is Page 22.846.4influenced by: (a) personal ethics, the set of one’s commitments learned at home and religiontraining and modified later by reflection; (b) common morality, the set of moral ideas shared bymost members of a culture or society; and (c) professional ethics, the set of standards adopted byprofessional organizations.The four basic frameworks for ethics are: (1) consequence-based thinking, based on the notion ofdoing what is best for all affected; (2
mandated by the Bologna Declaration in 1999 and are part of a strategic plan for creatingan integration of the higher education systems in Europe by the end of the year 2010. The ECTSis an important part of this overall effort since its intent is to allow students to transfer creditsamong the diverse universities in different European countries. The countries involved in theEHEA are not limited to, nor all-inclusive of, member countries of the European Union (EU).The process leading to the ECTS has been reasonably well accepted by European systems. Asnoted by the European Students Union (1), “The three-cycle system (bachelor, master, anddoctoral degrees) and the ECTS are among the prime examples of successes of the BolognaProcess…”One significant
(IFDP)in 2005 to train faculty to internationalize university‟s curricula. Second author represented theCollege of Engineering on the first cohort of IFDP which included 13 faculty from variouscolleges and co-authored cohort‟s report that included various recommendations tointernationalize curricula [1]. Second author initiated various activities, beginning in 2005,targeted at internationalizing the freshman engineering program (also called General Engineering(GE)). A major grant under the Department-Level Reform (DLR) program of the NationalScience Foundation facilitated implementation of various international activities into freshmanengineering program, particularly into a first semester engineering course “EngineeringExploration EngE1024” [2
cultural differencesbetween the U.S., European, Asian and other educational systems [1-9]. Many foreign scientistscome to U.S. institutions to conduct research and make use of state-of-the-art laboratoryfacilities. The number of foreign students at U.S. universities is significantly higher than that ofU.S. students at foreign universities. However, if the U.S. is to remain competitive in a globaleconomy, it is important that future engineering leaders and researchers be given the opportunityto experience firsthand what it is like to work in a foreign research environment and to establisha network of contacts that could lead to future international collaborations.To address these issues, the department of mechanical engineering at Oakland
. Page 22.952.3Beginning in late May or early June, awardees started their research assignments, with aminimum duration of 10 weeks, at more than 20 different institutions across China (universities,national laboratories, and industry laboratories). The IREE team arranged research placementsfor 21 participants (“site- placement”), and 37 arranged their own (“self placement”). The mostcommon placement sites were Shanghai Jiao Tong University, Tsinghua University, and Xi’anJiao Tong University.In mid-September of the same year, 56 IREE participants who completed their summerexperience in China attended a two-day re-entry meeting in Chicago, Illinois. The purpose ofthis re-entry meeting was to (1) provide opportunities for participants to evaluate
thedecision to save money by routing through Singapore. The goal was to fly into Singaporeand spend one night there, and then the group would take a train on to Kuala Lumpur thenext day. The cost savings was much smaller than anticipated when ground costs inSingapore were added in along with two nights in hotels in Singapore. The group arrivedin Singapore at 1:00 AM and the train selected to go to Kuala Lumpur left the nextevening at 10:30 PM. It was planned that the students would have time to tour Singapore,however at least one of the students was too tired for such a tour. A friend of one of theauthors, who was visiting her family in Singapore, offered to lead such a tour. As itturned out, one student spent much of the day assisting the instructor