Displaying all 23 results
- 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
- Tagged Divisions
- International Division (INTL)
roles, including Software Architect and Lead software engineer positions before switching to full time academia. She is also a Microsoft certified professional, with an MCPD certification. Her research work is focused on evidence-based, active learning pedagogies to improve software engineering education. She has published papers specifically on Peer Instruction and Process Oriented Guided Inquiry-based Learning-like pedagogical approaches in the undergraduate software engineering classroom, both in person and virtual. She holds a Bachelors degree in Physics from the University of Madras, Chennai, India. She holds two Masters degrees - one in Computer Science from the University of Nebraska-Lincoln, and one in
- Conference Session
- International Division (INTL): Measuring and Assessing Outcomes and Impact
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Manuel José Alejandro Baquero Sierra, Purdue University at West Lafayette (PPI)
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- International Division (INTL)
research question: how do these dynamics influence students’ overalldevelopment and adjustment?One central theme in the literature is the role of intercultural interactions during the formativeyears at university. These encounters often lay the groundwork for enduring personal andprofessional relationships [6], [7]. Early on, during orientation, students frequently gravitatetoward fellow international peers to form support networks, though this can unintentionally leadto the exclusion of domestic students. Engaging with the local community and participating inhost cultural activities helps build essential social capital, which plays a key role in smootherintegration [6], [8].Another central factor involves cultural and linguistic adaptation. A
- Conference Session
- International Division (INTL) Technical Session: Diversity, Equity and Inclusion
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Maimuna Begum Kali, Florida International University; Debalina Maitra, Arizona State University; Sreyoshi Bhaduri, ThatStatsGirl; Lilianny Virguez, University of Florida
- Tagged Topics
- Diversity
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- International Division (INTL)
narratives.Author 1 invited Authors 3 and 4 to take part in the data collection process based on their sharedinterests. We then began writing individually. To write individually, we engaged in a “datageneration exercise” [12], which includes chronologically listing major events or experiences,the circumstances of these events as well as stating why these events are important. In terms ofcollaboration style, we adopted Partial concurrent collaboration, where researchers contribute todifferent stages in the process but do not fully engage from the beginning to the end.The concurrent model allowed us to write individually based on the overarching prompt and thenshare stories with the team. Sharing the stories with the group helped us add probing questions
- Conference Session
- International Division (INTL) Technical Session #5: Best Practices
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Alyson Grace Eggleston, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University
- Tagged Divisions
- International Division (INTL)
stand-alone EC course.This trajectory is set to change rapidly with the rise of interdisciplinary, remote engineeringteams, increasingly visually-focused publication modes [25], and ChatGPT [26] and other AI-powered writing tools. It is beyond the scope of this paper to detail communication-supportingapproaches to integrating AI- and non-AI-powered tools in the EC course context [27]; however,selected emerging apps show clear promise for students for visual and presentation contexts(Tome.ai, Orai) [28-29] and written contexts (WordTune, ChatGPT) [30].The New EC CurriculumIdeally introduced in the second year of engineering curricula, an EC course is able to scaffoldand develop authentic communicative capacity grounded in students’ interests and
- Conference Session
- International Division (INTL) Technical Session #4: Global DEI
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Jose Carlos Quadrado, ENTER Network; Kseniya Zaitseva, ENTER Network
- Tagged Topics
- Diversity
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- International Division (INTL)
Engineering EducatorRegistered).Applying to become a registered International Professional Engineering Educator is acomprehensive and quite rigorous process. Potential educators are required to digitally submitthe necessary evidence of the competencies they possess in all the domains as an educator,fill out an application form, submit their portfolio, and evidence of their professionaldevelopment achievements.Each application is reviewed by three international experts (members of the Evaluation andMonitoring Committee) necessarily from other countries and preferentially from othercontinents, to verify that it meets the criteria of the ENTER Registry.Once the peer review is complete, the educators will be notified whether they are eligible
- Conference Session
- International Division (INTL) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Fanyu F Zeng, Indiana Wesleyan University
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- Diversity
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- International Division (INTL)
innovative strategies educatorsemploy to foster inclusive, effective, and culturally enriching learning experiences. The studyreviews issues related to language proficiency, academic writing, cultural differences, differenteducation backgrounds, unique learning habits, course delivery, teaching methodology, academicdiscipline, acculturation, pedagogical adaptations, and support services, shedding light on theevolving role of American universities in shaping the global education landscape. Addressing thesechallenges and leveraging the diverse perspectives international students bring to the classroomcan enrich the educational experience for all students and prepare them for a globallyinterconnected world.IntroductionAs the globalization of higher
- Conference Session
- International Division (INTL) Technical Session #3: Student Perspectives
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Manuel José Alejandro Baquero-Sierra, Purdue University at West Lafayette (PPI); Cristián Eduardo Vargas-Ordóñez, Purdue University at West Lafayette (COE); Jacqueline E McDermott; Stephen Mark McBride, Purdue University
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- International Division (INTL)
the College of Engineering; this is among a total of 4,992 graduate students inengineering at our institution [4]. There are 52 African students, 814 East Asian or from thePacific, 75 from Europe or Eurasia, 111 from the Near East, 1,161 from South or Central Asia,and 156 from the Western Hemisphere.Although there is a large number of IGES, these students face many barriers that domesticgraduate students do not typically share. For instance, non-native English speakers mayexperience language barriers in the classroom or laboratory. Studies have shown thatinternational students usually read well, but their writing and listening capabilities could be moreproficient [5]. Further, IGES may have low confidence levels in courses that are
- Conference Session
- International Division (INTL) Technical Session: Assessment and Accreditation, Globalization without Travel
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Bradley J. Putman, Bucknell University; Khaled A. Al-Sahili, An-Najah National University; Abdelhaleem Khader, An-Najah National University; Alia Gilbrecht, An-Najah National University
- Tagged Topics
- Diversity
- Tagged Divisions
- International Division (INTL)
capacity to contribute to global sustainabilityissues like climate change. These experiences equip them well for the professional phase of theircareers, allowing them to collaborate effectively in an increasingly interconnected world.The integration of international virtual exchange (IVE) programs in engineering education hasgained significant attention in recent years. As part of this trend, the assessment of studentoutcomes through IVE has become a crucial area of research and evaluation. Recent studies,such as one conducted by East Carolina University, have demonstrated the potential of IVE toenhance student learning and academic performance [21]. The definition of IVE as “technology-mediated international experiences that are peer-driven
- Conference Session
- International Division (INTL): Inclusive Global Engagement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jemal Bedane Halkiyo, Arizona State University; Sultan Bedane Halkiyu
- Tagged Topics
- Diversity
- Tagged Divisions
- International Division (INTL)
Appendix Table 1. Comprehensive publication searches were conductedin databases including Compendex, INSPEC, the ASEE PEER Repository, Scopus, GoogleScholar, IEEE Xplore, and ProQuest. The chosen databases facilitate the integration of recordswith library tools (e.g., Zotero) for efficient downloading and exporting of relevant studycharacteristics (authors, publication year, abstract, citations, journal name, publisher, etc.).Utilizing a root search term—“culturally relevant pedagogy”—we incorporated four keywords:“international students,” “engineering education,” “deficit narratives,” and “inclusivity,” as theyappeared in article titles, abstracts, or keywords. These keywords were combined using Booleanoperators ("AND" and "OR") to refine our
- Conference Session
- International Division (INTL): Inclusive Global Engagement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jamie R Gurganus, University of Maryland Baltimore County; Yashin Brijmohan, Utah State University; Lani McGuire, The Ohio State University; Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany; Anderson Harayashiki Moreira, Instituto Mauá de Tecnologia; Albertino Arteiro, University of Porto; Andrea Schwandt, Hochschule Bonn-Rhein-Sieg; Joao Santos; Joyce Zampirolli Scrivano; Steven McAlpine, University of Maryland Baltimore County
- Tagged Divisions
- International Division (INTL)
experience, highlighting its focus on real-world applications, intercultural collaboration,and technical writing—elements they felt were lacking in their previous coursework. Participantsnoted that collaborating with peers from diverse backgrounds allowed them to gain differentperspectives, problem-solving approaches, and insights into various cultural norms. Instructorsreinforced the importance of equipping students with practical skills and tools relevant toreal-world engineering contexts, promoting a pragmatic approach to problem-solving [F2, F3,F5].DiscussionThe interviews provide valuable insights into student experiences within the global engineeringcourse. The identified themes and suggested improvements can inform future iterations of
- Conference Session
- International Division (INTL) Technical Session #2: Global Engagement
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Meredith Blumthal, University of Illinois at Urbana - Champaign; Gretchen M. Forman, University of Illinois at Urbana - Champaign; Juliana Roznowski; Hannah Dougherty, University of Illinois at Urbana - Champaign; Ernest-John Ignacio, University of Illinois at Urbana-Champaign; Molly H Goldstein, University of Illinois at Urbana - Champaign; Brian Woodard, University of Illinois at Urbana - Champaign
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- International Division (INTL)
Paper ID #38213Focus Study of Collaborative Online International Learning (COIL)Engineering ProjectsMs. Meredith Blumthal, University of Illinois at Urbana - Champaign Meredith Blumthal has been in the field of international education for 15 years. As the Director for In- ternational Programs in Engineering (IPENG) at the University of Illinois, she leads the study abroad initiatives and programming for the college. Ms. Blumthal’s team includes three study abroad advisors, a receptionist and peer advisors. Together the IPENG office provides study abroad advising, expertise, inter- national exchanges, and cultural
- Conference Session
- International Division (INTL) Technical Session #4: Global DEI
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Michael D. Preuss, Exquiri Consulting, LLC; John Albert Avila Sr., Texas A&M University; Karen L. Butler-Purry, P.E., Texas A&M University; Shannon Walton, Texas A&M University; Ahmarlay Myint, Texas A&M University; Maria Claudia Alves, Texas A&M University; John Walewski, Texas A&M University; Zenon Medina Cetina; Kim Withers; Keisha D. Bahr, Texas A&M University; Sasha Sentz; Barbara Szczerbinska, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- International Division (INTL)
confidence in personal ability, expanding conceptions ofresearch, science and culture while increasing openness to employment outside the United States,and ability to relate to peers and professional scientists. These outcomes were present for bothcohorts, IRAP and R2R, with some instances of statistically significant increases pre- to post-participation despite the small counts of participants (IRAP = 18, R2R = 11). Several of theoutcomes parallel findings from prior support of international research experiences by TAMUSLSAMP (Preuss et al, 2020; Preuss, et al, 2021; Preuss et al, 2022). The survey findings fromsummer 2022 are presented as an initial data set that, while requiring verification throughreplication of programming in 2023 and beyond
- Conference Session
- International Division (INTL) Technical Session: Assessment and Accreditation, Globalization without Travel
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jose Texier, LACCEI; Maria Mercedes Larrondo-Petrie, Florida Atlantic University; Jusmeidy Zambrano; Laura Eugenia Eugenia Romero Robles, Tecnologico de MOnterrey
- Tagged Topics
- Diversity
- Tagged Divisions
- International Division (INTL)
learning. o Effective feedback and continuous improvement. o Self-assessment and peer assessment in the engineering context • Module 4: Communicate, Disseminate and Socialize. o Reading, writing, and speaking in teaching contexts. o Writing to publish in engineering and be part of the engineering community as a teacher, student, and/or professional. o Engineering writing standards: norms, styles, etc. • Module 5: Science and Knowledge in Engineering Education o Scientific processes in engineering education. o Bibliographic bases and academic scientific research in engineering. o Open science in engineering education.DurationThe program will have a duration of 140 h
- Conference Session
- International Division (INTL) Technical Session #1: Global Competency
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Patrick Tunno; Dr. Angela Rothrock, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University; Christine B. Masters, Pennsylvania State University
- Tagged Divisions
- International Division (INTL)
very helpful, especially when you're going to another country that you're not reallyaware of what it will look like, they covered, race, different, cultural aspects that you wouldn'tthink about.”Data collected on an embedded program traveling to New Zealand were collected throughstudent reflections published on self-created websites. A selection of student responses to theprompts is shared below.What impact did this experience have on you personally (e.g., growth and cultural humility) andprofessionally (skills and strengths improved)? “I grew more confident in writing and speaking in a more professional manner as a result of the various presentations and writing assignments. I am not embarrassed to ask questions or to
- Conference Session
- International Division (INTL): Inclusive Global Engagement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Angela R Bielefeldt, University of Colorado Boulder
- Tagged Topics
- Diversity
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- International Division (INTL)
from a [nonprofit group about] my expertise …. And they said, Oh, we could use your skills here and here. And I was like, Okay, let's do it. And at that point, when I started working on it I didn't even know there was this existing field [of community engagement]. … I slowly started learning more about [community engagement]. And then I found peers, and I felt like I was in a space where people knew the value of this research. The people who are fighting for this discipline and defining this discipline, and that got me even more motivated to keep going and working on that. Knowing there are opportunities where I could actually use my technical skills to serve the community. …and I would talk to students in class about what I
- Conference Session
- International Division (INTL) Technical Session #4: Global DEI
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Mudasser Fraz Wyne, National University
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- Diversity
- Tagged Divisions
- International Division (INTL)
. You may also be asked to write details about your research project. It will be agood idea to have a collaborator for your research at the host institution and to have a detaileddiscussion before finalizing your project proposal details. It is better to be very specific about theresearch project with the understanding that some of the minor details may change due to thelimitations and interests of the colleagues at the host institution during your stay. If you arerequired to share course material such as syllabi or course outline, in this case, it is a good idea tolook at the courses that the host institution offer so that the material you present is relevant andshows how your teaching experience of these courses will be beneficial for them
- Conference Session
- International Division (INTL) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jorge Ivan Rodriguez-Devora, University of Georgia; David Emory Stooksbury, University of Georgia; John Ray Morelock, University of Georgia; Sonia J Garcia, University of Georgia; Animesh Paul, University of Georgia; Deborah Moyaki, University of Georgia
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- Diversity
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- International Division (INTL)
likely to participate in studyabroad programs than higher-income students [4]. This paper reports on a novel courseallowing students from the U.S. and Mexico to collaborate across national and lingualboundaries without leaving their home campuses, lowering the financial barriers typicallyassociated with international experiences. II. REVIEW OF RELEVANT LITERATUREThe need for engineers to solve complex problems with international peers has been reiteratedin many studies and reports. A most recent report by the United Nations Educational, Scientific,and Cultural Organization (UNESCO) highlights the importance of building engineeringcapacity across national borders for sustainable development of our global world [5
- 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)
which can be found in Appendix B.Students were placed in different groups for the two activities. Each instructor provided feedbackfor all groups in both activities.An initial brainstorming exercise was completed at the very start of the program, where studentswere asked to work in groups and write on post-it notes in response to the following prompt:“About 50% of neonatal (newborn) deaths worldwide are due to hypothermia. Some reasonsinclude that newborns lack sufficient body fat and metabolic rates to maintain body temperature.Brainstorm: 1. Possible approaches to avoid hypothermia-related neonatal deaths in developingcountries. 2. What additional information do you need?” [8].The final direct assessment was made by evaluating student
- Conference Session
- International Division (INTL) Technical Session: Assessment and Accreditation, Globalization without Travel
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Joshua E. Katz, University of Illinois at Urbana - Champaign; Hannah Dougherty, University of Illinois at Urbana - Champaign; Molly H Goldstein, University of Illinois at Urbana - Champaign; Ernest-John Ignacio, University of Illinois at Urbana - Champaign; Brian Woodard, University of Illinois at Urbana - Champaign
- Tagged Divisions
- International Division (INTL)
, online asynchronous, and hybrid in-person and online [11]. Through theseprofessional development opportunities, each stakeholder can gain expertise in internationalrelations, educational development, and educational technologies [11]. Students who participatein virtual programs are active learners who perform meaningful activities and reflect on them [11].Through the COIL virtual framework, students can collaborate with peers from various culturalbackgrounds, connecting them to intercultural competencies and global awareness.One of the primary valuable pedagogies in COIL programming is the incorporation of contactsessions with students abroad [12]. Depending on the course, the content of these meetings canvary significantly. As Doscher explained
- 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)
that“inclusivity” and the “presence of better educators” are not commonly cited reasons whyinternational students come to the US for higher education [4], [5].The presence of international students is often described in terms of its socioeconomic benefits tothe host countries [6], but this perspective often cloaks the associated nuances of studying abroad.One commonly cited statistic on this topic is that international students contributed more than $45billion of revenue money to the United States within one calendar year [7]. Yet, other studies haveattempted to expound on the benefits of developing interculturally competent graduates throughthe interactions between domestic American students and their international peers [8].International
- Conference Session
- International Division (INTL) Technical Session #1: Global Competency
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Patrick Tunno, Pennsylvania State University
- Tagged Topics
- Diversity
- Tagged Divisions
- International Division (INTL)
increasing numbers and “a clear need andcall for critical global competencies, they remain lacking in college graduates and the workforce[11].” At the same time, study abroad programs are trending shorter. At the writing of this paper,64.9 % of students enroll in study abroad programs shorter than 8 weeks in duration [10].Historically, an entire semester abroad had been the convention for decades. This invites thequestion of whether and how practitioners can develop these requisite global competencies asshorter sojourns abroad undergird the paradigm.The extent to which participants acquire global competency during study abroad continues toelude researchers despite their best efforts. Assessment is a multidimensional challenge,complicated by limited
- 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)
education agenda to strengthen U.S. education and promotethe nation’s international priorities [6].Many engineering educators and professionals contend that studying abroad is among the mosteffective methods to enhance an engineering student’s global competency and to equip them forentry into a global workforce [7], [8], [9], [10]. However, the number of U.S. students whoparticipated in an international academic experience during their time in college make up a mere9% of all enrolled students. Meanwhile, the number of engineering students who study abroadstill lags their peers in other disciplines, such as business and management, social sciences,physical sciences, and arts, according to the 2023 Open Doors Report published by the Instituteof
- Conference Session
- International Division (INTL) Technical Session: Cultural Perspectives
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Allison Biewenga, Purdue University at West Lafayette (COE); Jennifer Deboer, Purdue University; Stephanie Claussen, San Francisco State University; Kirsten A. Davis, Purdue University; David Owuor Gicharu, Tumaini Innovation Vocational Training Center; Gladys Jeptoo Kerebey, Tumaini Innovation Vocational Training Center
- Tagged Divisions
- International Division (INTL)
opening is found, Tumaini staff must write arecommendation letter and the student must submit their CV. After the application is complete, ahiring decision is made by the employer. Along the way, students face many barriers such as highcompetition for the limited available employment opportunities and poor perception of streetyouth.Figure 1 – A flowchart for the typical pathways Tumaini students follow while looking foremploymentThroughout our data analysis, five common outcomes arose. We saw that students wereconsistently ending up in one of the following categories: employed in a job related to theirattachment, employed in a job unrelated to their field of study, unemployed, furthering theireducation, or starting their own business. Each of