Conference Session

International Division (INTL) Technical Session #1: Global Competency

Collection

2023 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University

Tagged Divisions

International Division (INTL)

comfortable they felt about certain topics or situations on aLikert scale of 1-5. The content domains were then mapped and correlated to the dimensions ofglobal competence from the PISA framework, shown in Table 1.Table 1: Mapping Content Domains to Global Competency Dimensions from the PISA global competencyframework Q# Content Domain Dimension of Global Competence 1 Self-efficacy regarding global issues 1 2 Awareness of global issues 1 3 Perspective-taking 2 4 Respect for people from other

Conference Session

International Division (INTL) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Md Sakib Ullah Sourav, Shandong University of Finance and Economics, China; Cristina Diordieva, Nanyang Technological University; Ribhav Galhotra, Nanyang Technological University, Singapore; Shahid Md. Asif Iqbal, Premier University, Chattogram, Bangladesh

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International Division (INTL)

retrospective. 2019 ASEE Annual Conference & Exposition Proceedings. https://doi.org/10.18260/1-2--3259622. Robinson, R. S. (2014). Sampling in interview – Based qualitative research: A theoretical and practice guide. Journal Qualitative Research in Psychology, 11(1), 25– 41. https://doi.org//abs/10.1080/14780887.2013. 80154323. Venkatesh, S., Yeter, I. H., & Fong, E. (2022). An initial investigation of funds of knowledge for first-generation and continuing-generation engineering students in Singapore. In Proceeding of the American Society for Engineering Education (ASEE) Conference & Exposition.24. I. H. Yeter, V. S. Q. Tan, and H. Le Ferrand, (Mar. 2023) Conceptualization of Biomimicry in Engineering Context among

Conference Session

International Division (INTL): Case Studies and Trends

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bhuvaneswari Gopal, University of Nebraska - Lincoln; Byrav Ramamurthy, University of Nebraska - Lincoln; Prasad Edamana

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Diversity

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International Division (INTL)

] Hernández-de-Menéndez, M., Vallejo Guevara, A., Tudón Martínez, J.C., HernándezAlcántara, D. and Morales-Menendez, R., Active learning in engineering education. A review offundamentals, best practices and experiences. International Journal on Interactive Design andManufacturing (IJIDeM), 13, pp.909-922., 2019.[8] Lima, R.M., Andersson, P.H. and Saalman, E., Active Learning in EngineeringEducation: a (re) introduction. European Journal of Engineering Education, 42(1), pp.1-4, 2017.[9] L. Porter, C.B. Lee, B. Simon, Q. Cutts, and D. Zingaro, D., “Experience report: a multi-classroom report on the value of peer instruction.”, in Proceedings of the 16th annual jointconference on Innovation and technology in computer science education, pp. 138-142

Conference Session

International Division (INTL): Inclusive Global Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ana Maria Porras, University of Florida; Daniel Suarez, Pontificia Universidad Javeriana

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Diversity

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International Division (INTL)

solve in the Week 1in Colombia were constrained to select a other country Synchronous class - presentations bychallenge specific to musculoskeletal disorders experts from bothand the students in the United States were countries and Q&Arestricted to problems within one of the followingbiomedical themes: neglected tropical diseases, Week 2cardiovascular disease, or orthopedics. Students start Week 3 As described below, our approach interacting

Conference Session

International Division (INTL) Technical Session #3: Student Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa Schibelius, Virginia Tech Department of Engineering Education; Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Andrea L. Schuman, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

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International Division (INTL)

Education, 106(3), 475-526.[2] Jesiek, B. K., Zhu, Q., Woo, S. E., Thompson, J., & Mazzurco, A. (2014). Global engineering competency in context: Situations and behaviors. Online Journal for Global Engineering Education, 8(1), 1.[3] Lohmann, J. R., Rollins, H. A., & Joseph Hoey, J. (2006). Defining, developing and assessing global competence in engineers. European journal of engineering education, 31(1), 119-131.[4] Berger, E. J., & Bailey, R. (2013, June). Designing short-term study abroad engineering experiences to achieve global competencies. In 2013 ASEE International Forum (pp. 21-19).[5] Virginia Tech. Virginia Tech Rising Sophomore Abroad Program, Accessed on: March 21, 2022. [Online]. Available: https

Conference Session

International Division (INTL) Technical Session #2: Global Engagement

Collection

2023 ASEE Annual Conference & Exposition

Authors

Scott Schneider, University of Dayton; Corinne Mowrey, University of Dayton; Eric Janz P.E., University of Dayton; Erick S. Vasquez, University of Dayton; Homero Murzi, Virginia Polytechnic Institute and State University; Matthew A. Witenstein, University of Dayton; Jeanne Holcomb, University of Dayton

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Diversity

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International Division (INTL)

report of the national summit meeting on the globalization of engineering education. Online Journal for Global Engineering Education, 4(1), 1–28.[14] Parkinson, A. (2007). Engineering study abroad programs: Formats, challenges, best practices. Online journal for global engineering education, 2(2), 2. Available at http://digitalcommons.uri.edu/ojgee/vol2/iss2/2[15] Allert, B. I., Atkinson, D. L., Groll, E. A., & Hirleman, E. D. (2007). Making the case for global engineering: Building foreign language collaborations for designing, implementing, and assessing programs. Online Journal for Global Engineering Education, 2(2), 1–14.[16] Jesiek, B. K., Zhu, Q., Woo, S. E., Thompson, J., & Mazzurco, A. (2014). Global

Conference Session

International Division (INTL) Technical Session #4: Global DEI

Collection

2023 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan

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Diversity

Tagged Divisions

International Division (INTL)

, and J. Q. Hodges, "International students at a Midwestern University: Gender, stress, and perceived social support," International Journal of Diversity in Organizations, Communities, and Nations, vol. 8, no. 4, pp. 109, 2008.[6] J. T. Young, "Confucianism and accents: Understanding the plight of the Asian international student in the US," Journal of International Students, vol. 7, no. 3, pp. 433- 448, 2017.[7] D. R. Atkinson, S. Lowe, and L. Matthews, "Asian‐American acculturation, gender, and willingness to seek counselling," Journal of Multicultural Counseling and Development, vol. 23, no. 3, pp.130-138, 1995.[8] Y. Ying, "Formation of cross‐cultural relationships of Taiwanese international

Conference Session

International Division (INTL) Technical Session #3: Student Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, ThatStatsGirl; Racheida S. Lewis, University of Georgia; Indrani Sen, Georgia Institute of Technology; Columbia Mishra, Maxar Technologies ; Mona Mona; Venkata Sai Naveena Bathula, SWE

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Diversity

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International Division (INTL)

to innovations towards aglobal economy. Finally, we hope to spark dialog at the conference on this important topic, andspur advocacy and action towards bettering experiences of this underserved and oft-overlookedcommunity.References[1] K. Crenshaw, “Kimberlé Crenshaw on intersectionality, more than two decades later.” ,Columbia Law School, 2017.[2] Lattuca, L. R., Voigt, L. J., and Fath, K. Q., “Does interdisciplinarity promote learning?Theoretical support and researchable questions,” The Review of Higher Education, 28 (1), 23-48,2004.[3] V. Sellers, & Alarcón, I. Villanueva, “What strategies do diverse women in engineering use tocope with situational hidden curriculum?”. In American Society of Engineering Education, Jan2021.[4] K. G

Conference Session

International Division (INTL): Cultivating Global Competencies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Corinne Mowrey, University of Dayton; Scott James Schneider, University of Dayton; Michael Moulton, University of Dayton; Philip Appiah-Kubi, University of Dayton; Erick S. Vasquez, University of Dayton; Homero Murzi, Marquette University; Jeanne Holcomb, University of Dayton

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Diversity

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International Division (INTL)

., Zhu, Q., Woo, S. E., Thompson, J., & Mazzurco, A, “Global engineering competency in context: Situations and behaviors,” Online Journal for Global Engineering Education, 8(1), 1, 2014. Available at http://digitalcommons.uri.edu/ojgee/vol8/iss1/1[11] Deardorff, D. K, “Assessing intercultural competence,” New directions for institutional research, vol. 2011, no. 149, pp. 65, 2011.[12] Gupta, A. K., Govindarajan, V, “Cultivating a global mindset,” Academy of Management Executive, vol. 16, no. 1, pp. 116-126, 2002.[13] Kleinhenz, P., Pinnell, M., Mertz, G., & Eger, C, “Leveraging Students’ Passion and Creativity: ETHOS at the University of Dayton,” Proceedings Frontiers in Education 35th

Conference Session

International Division (INTL): Navigating Risks and Cross-Cultural Challenges

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hiroyuki Ishizaki, Shibaura Institute of Technology; Rumi Okazaki, School of Architecture, Shibaura Institute of Technology; Ikuro SHIMIZU, Shibaura Institute of Technology; Tadesse girmay Girmay

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Diversity

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International Division (INTL)

, they learned to act with cultural andreligious sensitivity to ensure their guests had a fulfilling experience. They also took onleadership roles, which they found to be a meaningful learning experience. A key takeaway wasthat engaging in Q&A sessions about religion and politics prompted them to research their owncountry in greater depth, leading to a reaffirmation of their own identity.(4) Personal Growth & Future AspirationsThrough the interviews, three common conclusions emerged: 10  Their initial mindset of “I’d like to go to completely unknown country rather than the US or Europe because of curiosities” evolved into a strong desire to visit Ethiopia, Africa, and

Conference Session

International Division (INTL) Technical Session #3: Student Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chaney E. Dietz, Northeastern University; Aidan J. Kane, Northeastern University; Courtney A. Pfluger, Northeastern University

Tagged Divisions

International Division (INTL)

generation of sustainable energy in Brazil.Governor's office The governor’s office visit was an extremely important one to show the non-technical side ofengineering to students. Policy shapes all forms of engineering indiscriminately, regardless of thetechnical side of the discipline. When the group visited Rio de Janeiro, the students were invited to theGovernor’s palace. After touring the historic site and perfectly manicured courtyard, the students weregreeted by a panel of politicians based on sustainability and energy consumption. Each politicianintroduced themselves and their credentials and then gave a short presentation about the usage andstatistics of renewables in the city of Rio. The most enriching part was a Q & A section

Conference Session

International Division (INTL) Technical Session #6: World-class STEM Leader

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lauren Mottel; Lauren Shipp; Menansili Abraham Mejooli; Ghodeejah Higgins; Maleshigo Mabye; Hannah Christine Watkins; Kimberly L. Bothi; Kathryn Alexa Jackson; Julie Carol Karand, University of Delaware

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Diversity

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International Division (INTL)

mean by it and how arewe preparing our students for it?,” 2017 ASEE Annual Conference & Exposition Proceedings,Jun. 2017.[4] B. J. Ranger and A. Mantzavinou, “Design thinking in development engineering education: Acase study on creating prosthetic and assistive technologies for the developing world,”Development Engineering, vol. 3, pp. 166–174, 2018.[5] D. Nieusma, “Alternative design scholarship: Working Toward Appropriate Design,” DesignIssues, vol. 20, no. 3, pp. 13–24, 2004.[6] B.K. Jesiek, N.T. Buswell, and Q. Zhu, “Global Engineering Competency: Assessment Toolsand Training Strategies,” ASEE Annual Conference and Exposition, Paper ID 21663, 2018.[7] D. Stone and S. Heen, Thanks for the Feedback: The Science and Art of Receiving

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pingchien Neo, University of Florida; Elliot P. Douglas, University of Florida

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International Division (INTL)

, 2012.[35] B. K. Jesiek, Q. Zhu, S. E. Woo, J. Thompson, and A. Mazzurco, “Global engineering competency in context: Situations and behaviors,” Online Journal for Global Engineering Education, vol. 8, no. 1, p. 3, 2014.[36] D. Parmigiani, A. Maragliano, C. Silvaggio, and A. Molinari, “Trainee teachers abroad: reflections on personal and professional teaching identity during international mobility,” European Journal of Teacher Education, no. August, 2021, doi: 10.1080/02619768.2021.1961737.[37] L. H. Pinto and P. C. Pereira, “‘I wish to do an internship (abroad)’: investigating the perceived employability of domestic and international business internships,” High Educ (Dordr), pp. 443–461, 2018, doi

Conference Session

International Division (INTL) Technical Session: Diversity, Equity and Inclusion

Collection

2024 ASEE Annual Conference & Exposition

Authors

Viyon Dansu, Florida International University; Alexandra Coso Strong, Florida International University

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Diversity

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International Division (INTL)

Republic of Tanzania,” Prospects, vol. 32, no. 1, pp. 103–116, 2002.[41] M. O’Sullivan, “The reconceptualisation of learner-centred approaches: A Namibian casestudy,” Int. J. Educ. Dev., vol. 24, no. 6, pp. 585–602, 2004.[42] B. Nykiel-Herbert, “Mis-Constructing Knowledge: The Case of Learner-Centred Pedagogyin South Africa.,” Prospects Q. Rev. Comp. Educ., vol. 34, no. 3, pp. 249–265, 2004.[43] L. M. Semali and K. Mehta, “Science education in Tanzania: Challenges and policyresponses,” Int. J. Educ. Res., vol. 53, pp. 225–239, Jan. 2012, doi: 10.1016/j.ijer.2012.03.012.[44] W. Ottevanger, J. J. H. Van den Akker, and L. De Feiter, Developing science, mathematics,and ICT education in sub-Saharan Africa: Patterns and promising practices. World

Conference Session

International Division (INTL): Measuring and Assessing Outcomes and Impact 

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rodolfo Andrés Rivas Matta, Florida Altantic University; Jose Texier, LACCEI; Maria Mercedes Larrondo-Petrie, Florida Atlantic University; Laura Romero, Tecnologico de Monterrey

Tagged Divisions

International Division (INTL)

. Čapko, S. Vukmirović, and N. Nedić, “Development of a Blockchain-Based Application for Digital Certificates in Education,” in 2022 30th Telecommunications Forum (℡FOR), Nov. 2022, pp. 1–4. doi: 10.1109/℡FOR56187.2022.9983672.[16]​A. Gayathiri, J. Jayachitra, and S. Matilda, “Certificate validation using blockchain,” in 2020 7th International Conference on Smart Structures and Systems (ICSSS), Jul. 2020, pp. 1–4. doi: 10.1109/ICSSS49621.2020.9201988.[17]​F. Kabashi, H. Snopce, A. Aliu, A. Luma, and L. Shkurti, “A Systematic Literature Review of Blockchain for Higher Education,” in 2023 International Conference on IT Innovation and Knowledge Discovery (ITIKD), IEEE, 2023, pp. 1–6.[18]​U. Rahardja, Q. Aini, F. Budiarty, M

Conference Session

International Division (INTL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wei Zhang, Zhejiang University; Shuai Wang; Weijia Zhang, Zhejiang University

Tagged Divisions

International Division (INTL)

-based learning in higher education: an exploratory literature review[J]. Teaching in Higher Education, 2023, 28(6): 1135-1157.[4] Chen X Y. On the Relationship between General Education and Specialty Education Based on a Case Analysis of Yuanpei Program of Peking University[J]. Peking University Education Review, 2006, (03):71-85+190.[5] Wu R L, Hou Y B, Yang S L. Design and Application of Smart Classroom in Engineering Education General Course[J]. University Education, 2024(2): 11-16.[6] Qi S Y, Gong Y, Ma Q T. Comparison and Enlightenment of the World Top Undergraduate Major Curriculum System with Integration of General Education and Professional Education — — A Case Comparison of Six Chinese and American Universities[J

Conference Session

International Division (INTL) Technical Session #4: Global DEI

Collection

2023 ASEE Annual Conference & Exposition

Authors

Moses Olayemi, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)