Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City University of New York, City College

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International Division (INTL)

critical contributor towards the development of aglobally competent scientific and engineering workforce. The Open Doors report published bythe Institute of International Education, the leading not-for-profit educational and culturalexchange organization in the United States has shown that over the decade pre covid-19 therewas a steady increase from 273,996 students participating in Study Abroad in 2010/2011 to347,099 in 2018/2019, a 27% increase in the number of US studying abroad. The percentage ofSTEM students have also increased over that period from 19.0% in 2010/2011 to 26.8% in2018/2019. All minority students and STEM students accounted for 28% and 25% respectively,in 2015/2016, and increased to 30.9% pre pandemic [1]. The 2023 Open Doors

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Loay Al-Zube, University of Mount Union

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International Division (INTL)

Innovation:Course Vision: Our Global Engineering course is deeply rooted in the vision and values of theSchool of Engineering at the University of Mount Union. The School of Engineering is committedto providing a holistic engineering education that prepares students for the challenges of aglobalized world while fostering their leadership and communication skills. Our institution's visionfor engineering education is encapsulated in our four pillars of engineering education, which areguided by the National Academy of Engineers' principles [3] and Mount Union's tradition as aliberal arts institution. These pillars are: 1. Providing Extensive Hands-On Real-World Engineering 2. Nurturing Global Engineering Competence 3. Integrating Engineering

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

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International Division (INTL)

accreditation for theirengineering programs on both local and global scales.Program Accreditation and AssessmentWorldwide, multiple accreditation systems and procedures are in place, with a predominantfocus on outcomes-based models. For example, in India, the National Board of Accreditation(NBA) evaluates the qualitative competence of engineering programs by emphasizing outcomes-based education (OBE) [1]. Another significant system, the EUR-ACE, is described as “aframework and accreditation system that establishes a set of standards identifying high-qualityengineering degree programs in Europe and beyond” [2]. Additional systems include theEngineering Council (EC) in the UK, the American National Standards Institute (ANSI) NationalAccreditation Board

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sandra Jennina Sanchez, Florida International University; Jose Daniel Ballen; MILTON JANUARIO RUEDA VARON, Universidad Ean; Douglas Lee Robertson, Florida International University

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International Division (INTL)

. A binary logistic regression wasapplied to assess the significance of sustainability knowledge in relation to the students’educational level. The results exhibit statistically significant differences between sustainabilityknowledge scores and the semester enrolled in the program.Higher educational levels are associated with a higher likelihood of obtaining a better overallsustainability knowledge score. The probability of achieving higher overall sustainabilityknowledge scores is approximately 20% as industrial engineering students advance in theprogram. In addition, in the logistic regression model, confidence intervals can be calculated forthe odds, where it is seen that the influence of the educational level can range from 1% to 43%.This

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sigrid -- Berka, The University of Rhode Island

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Diversity

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International Division (INTL)

an engineering disciplineand a second language and spend their senior year abroad studying and interning as a mandatorypart of their program, then return to campus as part of their 5th and final year where they takecapstone courses in their respective engineering disciplines and the highest sequence of secondlanguage, culture, and literature courses.Research question 1: Which changes in students’ intercultural development were measured bythe IDI assessment?Research question 2: Which individual factors impacted changes in professional, personal andlife skills development during a year of studying and interning abroad?Literature review In previous influential scholarship, Byram [1], Deardorff [2] and Bennett [3] haveoutlined conceptual

Conference Session

International Division (INTL) Technical Session: Cultural Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Animesh Paul, University of Georgia; Sreyoshi Bhaduri, ThatStatsGirl; Racheida S Lewis, University of Georgia; Lilianny Virguez, University of Florida; Krishna Pakala, Boise State University; Debarati Basu, Embry Riddle Aeronautical University

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International Division (INTL)

into practice. ©American Society for Engineering Education, 2024 WIP -Exploring and Expanding Support for International Students in Engineering: Faculty Reflections Beyond Academic BoundariesAbstractExpanding on our previous work [1], this research delves into self-reflection among engineeringfaculty members who were international students. Our primary objective is to extend learningfrom using an autoethnographic lens to understand the experiences of faculty members who wereonce international students themselves, towards the development of a research study tounderstand how (if at all) faculty members in the United States address the unique needs of theinternational student community.The Challenge and

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrea L. Schuman, Virginia Polytechnic Institute and State University; Yi Cao, Virginia Tech; Homero Murzi, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

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International Division (INTL)

significantly weighed by students. Institutions can use these discoveriesto know what information to present to students and which program design considerations seemto matter to students as they seek to build interest in a specific study abroad program.IntroductionIt is valuable for engineering programs to help their students develop global engineeringcompetencies before they enter increasingly international workplaces [1], [2], [3]. One way thatengineering programs encourage global engineering competency is through study abroadprograms. Studying abroad helps students develop their global attitudes and perspectives andapply their global competencies in an authentic context [4], [5]. Studying abroad can have highbarriers to entry, with factors such as

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)

a global and multilingual scale is a critical need incontemporary higher education. In 2009, The Newport Declaration—resulting from the NSF(National Science Foundation) funded National Summit Meeting on the Globalization ofEngineering Education—stated that the globalization of engineering education is urgentlyneeded [1]. Additionally, engineering students with international experience are increasinglybeing sought by engineering firms [2]. To meet this demand, universities in the United States,including the University of Rhode Island, Valparaiso University, the University of Georgia,and many others, have developed international engineering programs that include earningundergraduate degrees with an engineering major and a foreign language

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)

Division of Technology DeVoe School of Business, Technology, and Leadership Indiana Wesleyan University AbstractAs the globalization of higher education continues to thrive, American universities have becomehubs of cultural diversity, attracting a significant population of international students seekingquality education. Teaching international students on an F-1 visa in this environment, particularlya Data Analytics graduate program, presents many challenges and opportunities. This researchpaper explores the multifaceted landscape of educating international students in American highereducation institutions, delving into their unique challenges and the

Collection

2024 ASEE Annual Conference & Exposition

Authors

Patrick Joseph Tunno, Penn State University; Lori Miraldi, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

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International Division (INTL)

Paper ID #41457Digital Innovation to Remotely Guide the Development of Global CompetenciesAbroadDr. Patrick Joseph Tunno, Penn State University Dr. Patrick Tunno is the inaugural Director of Penn State’s Center for Global Engineering Engagement and an Associate Teaching Professor. He has overseen and continues to lead the development and expansion of diverse international initiatives. Under his leadership, the college has established an award-winning Global Engineering Fellows Program, launched Penn State’s first 3+1+1 program for international students to pursue a one-year master’s degree, and initiated new

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)

groups, being attuned to emerging globalissues, and having the ability to adapt to a changing world in order to compete in the globalarena [1], [2], [3], [4].Study abroad has been highlighted by the U.S. Department of State as a way to prepare a diversegroup of future Americans leaders to excel in a globalized economy, collaborate internationally,and enhance international diplomacy. In his first address as U.S. Secretary of State, AntonyBlinken remarked that “People-to-people exchanges bring our world closer together and conveythe best of America to the world, especially to its young people” [5]. The U.S. Department ofEducation’s inaugural international education strategy in 2012 emphasized the importance ofglobal competencies in a domestic

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University; Sultan Bedane Halkiyu, Bule Hora University; Abdisa Bedane Halkiyu, Bule Hora University; Roma Bedane Halkiyu, Arba Minch University; Demitu Geda, Bule Hora University; Nadia N. Kellam, Arizona State University

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Diversity

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International Division (INTL)

, and work-life balance challenges hinderwomen's participation and advancement in engineering. The paper discusses research-informedrecommendations to promote greater gender diversity and gender equity among engineeringfaculty and university faculty, hence contributing to the broadening of the participation ofwomen faculty in engineering and Ethiopian higher education.Keywords: engineering education, faculty, diversity, mixed methods, gender bias, culturalbeliefs, Ethiopia 1Introduction & BackgroundGender diversity in academic institutions, particularly in engineering, is increasingly concerningworldwide [1], [2], [3]. Achieving gender equality

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

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International Division (INTL)

education 11. IntroductionBackgroundShort-term study abroad programs offer valuable opportunities for students to engage ininternational travel during their time at a university. These programs have various lengths anddestinations that can correlate to a specific course or opportunities such as internships [1]. Recentstudies have conveyed the significance of assessing study-abroad learning experiences [2]. Whilevarious methods and frameworks have been reviewed in these circumstances [3], research suggeststhat students who study abroad acquire new general and cultural outlooks and perspectives [4].Throughout an education in engineering, interdisciplinary learning is frequently encouraged.These

Conference Session

International Division (INTL) Technical Session: Cultural Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hans M Tritico, University of Mount Union; Chad S. Korach, University of Mount Union

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Diversity

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International Division (INTL)

) thatoverall productivity decreases because of tariffs due to decreased international trade does emergefrom the game.IntroductionCourseThe Global Engineering Course has been a required component of the engineering curriculumsince the inception of Engineering at the University of XX in 2010. Except for the Spring 2020and 2021 trips, which were cancelled due to COVID, every cohort has worked on an engineeringproject in an international setting for at least a week in countries such as Belize, Nigeria, and theUnited Arab Emirates [1], [2].In addition to the engineering field experience, students have sixty-five minutes of lecture andsixty-five minutes of lab per week during a 15-week spring semester. Each of the two modulesdescribed in this paper are

Conference Session

International Division (INTL) Technical Session: Assessment and Accreditation, Globalization without Travel

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hiroyuki Ishizaki, Shibaura Institute of Technology; Maria Anityasari, Sepuluh Nopember Institute of Technology - ITS; Masaomi Kimura, Shibaura Institute of Technology; Hitoshi Nakamura, Shibaura Institute of Technology; Tomoko Iwata, Shibaura Institute of Technology; Mohammad Iqbal, Sepuluh Nopember Institute of Technology - ITS; Imam Mukhlash, Sepuluh Nopember Institute of Technology - ITS; Faiqoh Agustin, University of Maryland, College Park

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International Division (INTL)

) byapplying a text-mining technique. The results conclude that this methodology is useful not only for graspingthe effectiveness of PBL program contents from a cause-effect perspective but is also applicable to othernonstandard teaching methods that cannot be quantitatively assessed with conventional exams.1. Background and problem statement1) Learning outcomes from techno-socio PBLsTechno-socio Project-Based Learnings (PBLs), which are designed from the combination of social issuesand technology-based solution developments through collaborations amongst public sectors, educationalinstitutions, and industries, are a very effective teaching approach for nurturing engineering skillsets andmindsets for those who will become professional engineers in the

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

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Diversity

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International Division (INTL)

International Women of Color.Importantly, our narratives challenge the traditional notion of IWoC as a monolithic identity. Thetopic is important as it highlights the unique challenges faced by this group and the need forstructural and mentorship support and resources to facilitate their transition as the individualsevolve. The findings have implications for policy and practice, particularly in the areas ofsupport services and resources for international Women of Color students. Also, our research hasdirect implications for mentorship strategies and faculty development.Keywords: international Women of Color, Collaborative Autoethnography, navigating US highereducational and workforce development, equitable education.1. IntroductionIn the United States

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Purdue University; Mengzhou Chen, Purdue University; Amanda Danielle Wolf, Purdue University

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Diversity

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International Division (INTL)

degree program: a blocking factor score and a delayfactor score. The blocking factor score for Course A is the number of courses that a studentcannot enroll in (i.e., they are “blocked”) if the student does not pass Course A. The delay factorscore for Course A is the number of prerequisite courses in the longest prerequisite pathway thatincludes Course A. The cruciality of Course A within the degree program is found by addingCourse A’s blocking factor and delay factor scores. Figure 1 below depicts the blocking factor,delay factor, and cruciality of a course visually. Finally, a total score for the structuralcomplexity of the degree program is calculated by adding together the cruciality of all courses inthe most efficient pathway to completing

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)

CSP framework. Secondly, a framework for the use of CSPin praxis and research within the SSA context is proposed drawing on Onwuegbuzie et al.’s(2012) methodology literature analysis. Findings present an adapted CSP framework for SSA,comprising 11 tenets for asset-based research. They highlight CSP’s adaptability across contexts,underscoring its importance in SSA STEM education.Keywords: culturally sustaining pedagogy, asset-based education, exemplary teaching,inclusion, transferability, Sub-Saharan AfricaBackgroundResearch shows that teaching practices that are more contextual and inclusive of students’cultural backgrounds and experiences enhance students' learning [1]. It is this awareness ofimproved learning outcomes that paved the way for

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

James N Warnock, University of Georgia

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Diversity

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International Division (INTL)

educational and research relationship that wasinitiated in 2017. This partnership had previously seen success through implementation of a3+1+1 dual degree program, permitting Chinese students to acquire an undergraduate degree inChina and a subsequent M.S. degree in the United States. Furthermore, a joint researchsymposium had paved the way for the establishment of a collaborative research center,complemented by several instances of faculty members teaching summer courses in China.In the spring of 2020, in furtherance of their enduring partnership, both institutions jointlysubmitted a proposal to the Chinese Ministry of Education, seeking to institute a Chinese-Foreign Cooperation in Running Schools (CCE) graduate program. This proposal

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Carolyn "Kelly" Ottman, Milwaukee School of Engineering; Sohum A. Sohoni, Milwaukee School of Engineering

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International Division (INTL)

connectedness and interdependence ofworld cultures and economies. With the Information Age, globalization went into overdrive.Advances in computer and communication technology launched a new global era and redefinedwhat it meant to be “connected” [1]. Over recent years, the engineering field, among others, haswitnessed the power of connectedness as a catalyst for breakthroughs. Often these breakthroughsresult from cultural exchanges - the process of sharing and experiencing ideas, knowledge, andpractices across different cultures [2]. Specific to engineering, the cultural exchanges create amelting pot of ideas and influences from around the world through bringing togetherprofessionals from diverse backgrounds. Yet, bringing together individuals from

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebeca Petean, Society of Women Engineers; Roberta Rincon, Society of Women Engineers

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International Division (INTL)

. in Educational Policy and Planning from UT Austin. ©American Society for Engineering Education, 2024 Navigating the Personal and Professional: How University STEM Mentorship Programs Support Women in Austria and Germany IntroductionThe underrepresentation of women in Science, Technology, Engineering, and Mathematics(STEM) fields isn't just a statistic – nor a debate – it's a persistent global issue [1]. Althoughsignificant progress has been shown to promote gender equality in society, women holdingpositions in the higher echelons of predominantly male-centric STEM fields remain a rarephenomenon [2]. Recent statistics support these findings, shedding light on the stark reality ofsuch

Conference Session

International Division (INTL) Technical Session: Cultural Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Jennifer Creamer, Robert Morris University

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Diversity

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International Division (INTL)

academic integrity arediscussed. It is important for institutions to be welcoming, agile and accommodating inproviding a quality student experience for a sustainable enrollment pipeline.1. Introduction 1.1. The Enrollment CliffConsistent enrollment or strategized growth is crucial for continuity of higher educationinstitutions. Enrollment defines their academic programs, their student experiences, and thefuture direction of the institution, specifically financial sustainability. Over the course of 2023,14 nonprofit four-year colleges announced closures and a handful of others announced mergersor acquisitions [1]. These are mostly small, private, tuition-dependent institutions with meagerendowments that have seen enrollment slipping for years

Conference Session

International Division (INTL) Technical Session: Cultural Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hashim Alyousef, Oregon State University; Shane A. Brown P.E., Oregon State University

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Diversity

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International Division (INTL)

students to accommodate in classroom settings and curricula.Epistemology is defined as the theory of knowledge. Thus, personal epistemology is the theoryof knowledge based on personal beliefs and values that are backed up by evidence of their claims[1], [2], [3]. Personal epistemology is thus how the mind relates to knowledge and reality andperceives the past, present, and future. For instance, reading the morning paper and formingjudgments based on personal beliefs exemplify personal epistemology. The judgment in thissituation was based on the individual’s personal beliefs on the new knowledge gained from thepaper.Qualitative studies on epistemological beliefs remain unexamined thoroughly in the Middle East.Qualitative studies are essential

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jose Texier, LACCEI; Maria Mercedes Larrondo-Petrie, Florida Atlantic University; Laura Romero, Tecnologico de Monterrey ; Charles Anders Bazile, Florida Atlantic University; Jose Carlos Quadrado, Instituto Superior De Engenharia De Lisboa

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International Division (INTL)

Engineering Educators tocomplete the registration process in ENTER.KeywordsEngineering educator, professional registry, rubrics, ENTER.IntroductionIn the past 20 years there has been a call for change in Engineering Education to prepareengineers to face global challenges and a fast-changing world. The Engineering DeansCouncil and Corporate Roundtable of the American Society of Engineering Education(ASEE) issued in 1994 the ASEE Green Report [1] detailing an action plan that focused onpartnership to make engineering education more than teaching the fundamentals ofengineering theory, experimentation and practice but also make it relevant, attractive. andconnected. In 1995 the National Research Council (NRC) Board of Engineering EducationReport [2] led

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

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International Division (INTL)

Institutions(LACCEI).LACCEI, founded in 2003, is a nonprofit organization consisting of institutions that offeracademic programs in Engineering and Technology with the goal of collaborating withother LACCEI partners. The mission of LACCEI is to facilitate and promote globalcollaboration in the advancement and continuous improvement of engineering andtechnology education, practice, research, and innovation, linking Latin America and theCaribbean to the rest of the world [1]. In 2005, in Rio de Janeiro, the Organization ofAmerican States (OAS) selected LACCEI as part of the "Engineering for the Americas(EftA)" action plan to advance the accreditation and quality assurance of engineeringprograms in the Americas [2]. Today, the LACCEI has more than 250

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

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International Division (INTL)

graduation. Figure 1 (below) shows the process that Tumaini studentsgo through when they are finishing school. As students complete their education, they beginlooking for attachments with the help of their guardians and teachers. Once they have found anattachment provider to work for and completed classes, they complete their attachment.Following the attachment, students must try to find permanent employment. About half of thestudents who complete an attachment will be hired by their attachment provider, while the otherhalf will not. Students without an offer of employment at the end of their attachment must workto find a new job. The staff at Tumaini will occasionally help students find openings, but thisprocess is typically done alone. When an

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad de los Andes; Laura Eugenia Romero Robles, Tecnológico de Monterrey; Maria Catalina Ramirez; Libis Valdez Cervantes; Luis Alberto Cruz Salazar, Universidad Antonio Nariño,Colombia; Technical University of Munich, School of Engineering and Design, Germany

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Diversity

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International Division (INTL)

Teacher Training in DEI + STEM: A Collaborative Work in Latin America and the Caribbean Juan Sebastián Sánchez-Gómez1,6, Laura Eugenia Romero Robles2,6, María Catalina Ramirez Cajiao3, Libis Valdez Cervantes4,6 y Luis Alberto Cruz Salazar5 1 Universidad de los Andes, Engineering School, Colombia, js.sanchez14@uniandes.edu.co 2 Tec de Monterrey, School of Engineering and Sciences, Mexico, romero@tec.mx 3 Universidad de los Andes, Engineering School, Colombia, mariaram@uniandes.edu.co 4 UNITECNAR, Engineering School, Colombia, decano.fadi@unitecnar.edu.co 5