Conference Session

International Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Saeed D. Foroudastan, Middle Tennessee State University

Tagged Topics

Diversity

Tagged Divisions

International

year, members of the teams undergo a survey toassess their strengths and weaknesses. Through this survey, it was determined that a number ofinternational and domestic students had proficient technical skills, but lacked in the areas offormal technical and non-technical write-up reports and presentation skills. At the end of theschool year, another survey is conducted to assess the skills of the students. In the 2013-14academic school year, the EVP had 80 members. A majority of international students did nothave experience writing reports and giving presentations. The end of year survey of thesestudents revealed that they had improved on these skills. Via peer-led teams and constructivecriticism, international students developed skills working

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kent A. Wayland, University of Virginia

Tagged Divisions

International

affective dimension of reentry shock, but the course offers a range ofactivities that help students to re-engage with their experience abroad and to integrate theirinternational experience into their career plans and professional self-presentation. Specifically,the course activities encourage students to participate in several activities that will encouragetheir global orientation, such as serving as an “ambassador”, mentoring a service-learning team,or interviewing a peer or a professional about their global experiences. Finally, the courseincludes structured reflection in the form of a final writing project.15Georgia Tech has long been a leader in international learning. Its International Plan serves as amodel for engaging, as Lohmann, Rollins

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

International

thistechnology.Project 3: Performing a mock hearing of the U.S. Senate Committee for Energy and NaturalResources to approve the Hawaii Clean Energy Initiative on a specific parcel of public land. Theclass would be split into different groups with differing opinions on the subject, such asInvestors, Locals, Policy Makers, Environmental Protection agency, etc. The students were askedto research and strategize and then in class debate their side of the initiative.Project 4: In groups of 3, the students are asked to design an alternative energy proposal for acity. They are asked to propose a plan to reduce the amount of fossil fuels that a city uses forboth electricity and transportation. They are asked to write a proposal to the major of the cityexplaining the

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

Tagged Topics

Diversity

Tagged Divisions

International

working-class families. Value isplaced on students’ leadership experience and potential as we expect the GTI fellows to sharetheir learning and influence their peers after their study-tour. So, the impact goes beyond the 21-25 GTI fellows we select each year.2. Evolution of GTISince 2004, we have sent over 180 GTI fellows to Asia through the GTI program1 2 3. The firstthree cohorts (2004-2006) visited Taiwan and China, the next three traveled to India (2008-2010), the next three visited Taiwan and China (2011-2013), and the last cohort (2014) visitedTaiwan. During this eleven-year period, we have made four programmatic shifts. First, in 2005,we extended the scope of GTI from a focus on the global economy to include environmental andenergy

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

theteacher and organized around defined problems. The problem is the initial and focal point of thelearning process. POL is complex problem-based in the context of a team working together toreach a project goal that is typically highly challenging and includes individual and groupactivities, discussions, and a writing process. POL additionally teaches project management andteamwork competencies4. Mills and Treagust5 summarized the main differences of PBL andPOL. Some of the major differences they observed included project tasks are closer toprofessional work and thus use a longer period of time in comparison to PBL, POL is more Page 26.154.2focused

Conference Session

International Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

International

?); 2. Many college students do not know how to take effective notes. Although various strategies and formats for effective “note-taking” have been identified. The fact is that “note-taking” is seldom taught; 3. The listening, language, and/or motor skill deficits of some students make it difficult for them to identify important lecture content and write it down correctly and quickly enough during a lecture; 4. Instructors sometimes get off-track from the primary objectives of the lecture. Professors—especially those who really know and love their disciplines—are famous for going off on tangents during a lecture. Although getting off-track would break the monotony, it could make it difficult for even the

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

Tagged Topics

Diversity

Tagged Divisions

International

projects, which required them to do additionalanalysis and research on a topic of their choosing and, importantly, incorporate site visits and theknowledge gained from those visits into the project.Finally, we borrowed some aspects of the Montessori Method17 that we felt might proveadvantageous. Engineering Rome is (1) a multi-level, course (i.e., appropriate for Freshmanthrough graduate students) designed to foster peer learning, and (2) the final project is a guidedchoice work activity with the instructor serving in the role of Montessori’s “directress.” WhileMontessori’s writings generally concern early aged learning (and not college students), we feltthere was substantial evidence that these ideas would be beneficial. For instance, Katz et al

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

Tagged Divisions

International

be, you know, at least a half an hour of face-to-face and “get to know you” and so forth.However, this interviewee also believes that, in some cases, the communication practices of theother culture need to shift. She continues, “I have respected that pace for establishingrelationships initially but beyond that, I’ve been discussing this bias for face-to-face with someof my [UK] team and showing them how it can stop work from getting done. The delays thatoccur when you write something down for later [to be discussed at the next face-to-face meeting]vs. just picking up the phone and resolving it immediately, are significant.” Here, what is keyfrom this interviewee’s perspective is creating open communication about

Conference Session

International Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen Meehan, University of Glasgow

Tagged Divisions

International

for their equivalent degree programs where theprogramme aims are equivalent to program educational objectives (equivalent to ABET Criterion2) and the intended learning outcomes are similar to student outcomes (equivalent to ABETCriterion 3)6.There are several major differences in the courses required for graduation at the University of Page 26.153.3Glasgow and other universities in the United Kingdom as compared to in the United States. First,there are no required liberal arts courses. Lectures may touch on issues related to proper formatsand writing styles for laboratory report and technical paper, examples of such documents maybe