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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inequality, ignoring communityquestions and concerns, or failing to consider the consequences of communities when assessingprogram success [14]. The research tested CC with 150 students in two US universities through asurvey consisting of 46 items that capture systems of oppression in civil engineering throughthree indicators (Critical Reflection: Perceived Inequality; Critical Reflection: Egalitarianism;and Critical Action: Sociopolitical Perception). The study highlighted that such an instrumentcan also be used to assess ABET SOs 2 and 4.Baideme et al. conducted an evaluation on how group learning impacted the curriculum andcourses across junior- and senior-level environmental engineering courses at 14 institutions,considering ABET SO 5 which

Conference Session

International Division (INTL): Humanitarian Design and Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sudha S Anilkumar, University of Delaware; Ruth Wilhelm, University of Delaware; Julie C Karand, University of Delaware

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currently works as an Engineer for W.L. Gore & Associates’ Medical Product Division.Julie C Karand, University of Delaware Julie Karand is an Assistant Professor of Biomedical Engineering at the University of Delaware (UD). Throughout her engineering career, she has tried to integrate global engineering into her work. Prior to working at UD, she spent the final year of her PhD at the University of Cape Town and a year in Tanzania, teaching and conducting clinical research as a Fulbright US Scholar. Now at UD, her scholarship work includes embedding global engineering opportunities into the engineering curriculum through study abroad programs, new courses, serving as an advisor for UD’s Engineers Without Borders, and

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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was around the concept of belonging. Asmentioned in Sense of Belonging: A Vital Mental Health Concept, sense of belonging is “theexperience of personal involvement in a system or environment so that individuals feel themselvesto be an integral part of that system or environment” [24]. “I have heard at least most if not all my engineering female friends share that they feel they don’t belong in engineering. This is more universal amongst women from all backgrounds. In fact I had a boss, a woman, who suggested I leave engineering and consider other careers. This is after I already had received my PhD and had a string of accomplishments, patents, and scientific publications to my name. Unwrapping all these

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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Paper ID #42939Investigating Transition Phases: An Autoethnographic Study of InternationalWomen of Color Engineering Educators in the U.S.Maimuna Begum Kali, Florida International University Maimuna Begum Kali is a Ph.D. candidate in the Engineering and Computing Education program at the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida International University (FIU). She earned her B.Sc. in Computer Science and Engineering from Bangladesh University of Engineering and Technology (BUET). Kali’s research interests center on exploring the experiences of marginalized engineering

Conference Session

International Division (INTL): Case Studies and Trends

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Texier, LACCEI; Maria Mercedes Larrondo-Petrie, Florida Atlantic University; Laura Romero, Tecnologico de Monterrey ; Libis Valdez Cervantes

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industrial needs. It includes curriculum redesign, project-based learning, and Curriculum Improvement the development of skills, such as teamwork and communication. Analyze how to train engineers from an ethical perspective to make Ethics and Society in Engineering Theme 4 responsible decisions. It includes the integration of ethical frameworks into Education programs and the analysis of the social impact of engineering solutions

Conference Session

International Division (INTL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Cornell University; Michaela Pollock, University College London; John Mitchell, University College London; Alexandra Werth, Cornell University

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-based learning to the curriculum through specific Centers enable students to graduate with not only and programs supported at the College- technical skills but also advanced level. professional skills, an understanding of engineering design, context, impact and a shared identity.small groups to discuss idea development and will conclude with a virtual seminar. Ideas will befurther developed in a series of virtual focus group meetings to identify potential future pathwaysand further funding opportunities with

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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includes the science from its scientific theories underpinsthe engineering design process, the technology as a product of science and engineering, andin turn, technological tools are used in science and engineering, the engineering usingscientific and mathematical foundations as well as technological tools, and the mathematicsusing in science, engineering, and technology [23]. For the participants, integrating STEMinto the school curriculum is important because it allows the disciplines of science,technology, engineering, and mathematics to be addressed in an interdisciplinary and holisticmanner. This promotes the development of soft skills such as critical thinking, problem-solving, communication, collaboration, creativity, and research, among

Conference Session

International Division (INTL): Humanitarian Design and Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sandra Jennina Sanchez, Florida International University; MILTON JANUARIO RUEDA, Ean University; Douglas Lee Robertson, Florida International University; Julian Rodrigo Sosa-Molano, Florida International University

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,foundational sustainability knowledge is not being adequately reinforced or expanded upon.Similarly, rejection of H3, demonstrating lower knowledge among doctoral students compared tomaster’s students, would highlight a greater gap in the integration of sustainability withindoctoral programs. Consequently, the validation or rejection of these hypotheses provides crucialinformation for curricular decision-making. Analyzing these hypotheses allows faculty toidentify specific areas requiring curricular interventions to ensure that engineering students at alllevels acquire a robust and up-to-date understanding of sustainability principles and practices toaddress environmental, social and economic challenges.Beyond the need for curriculum adjustments based

Conference Session

International Division (INTL): Cultivating Global Competencies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jack Nelson; Katherine Cheh; Akshat Garg; Atin Dewan, Purdue University at West Lafayette (COE); Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI)

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Paper ID #47921Building Intercultural Skills in Engineering Students through Study AbroadJack NelsonKatherine ChehAkshat GargAtin Dewan, Purdue University at West Lafayette (COE)Dr. Aparajita Jaiswal, Purdue University at West Lafayette (PPI) Aparajita Jaiswal is an Intercultural Research Specialist with CILMAR, Purdue University. Her research endeavors revolve around exploring strategies for seamlessly integrating intercultural learning into both regular STEM curriculum and study abroad programs. Aparajita actively engages in offering guidance in developing research studies, curriculum enhancements, and assessment methods

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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various authors, some of the competencies that a training program must haveare research, management, innovation in engineering pedagogy, time management,effective interaction, improvement of learning interactivity, systems analysis in education,psychology and pedagogical communication, interaction with interested parties, sustainabledevelopment, digital education, problem-based, project-based, and practice-orientedlearning, assessment of learning outcomes, course design, engineering innovationprocesses, and lifelong learning [4], [17].The IGIP Annual Symposium contributes to integration processes in professional trainingand promotes academic mobility. Engineering pedagogy centers are accredited according tointernational IGIP standards. An

Conference Session

International Division (INTL): Cultivating Global Competencies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Patrick Tunno; Robert J. Rabb P.E., The Pennsylvania State University

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continuous improvement of the course and program. The summative teaching evaluationsshow students gained new cultural and leadership perspectives and the program integrateddifferent cultures into the curriculum. Students also recognized the course and program in thelarger context of their engineering major. The short-term benefits continued and evolved to shapestudent choices concerning additional intercultural and international experiences and careeropportunities. Overall, the evaluation and assessment of the course invites an exploration of howto improve the student learning, future course directions, and best practices in the field of globalleadership development for engineering students.Defining a global leaderPrior to delving into the gateway

Conference Session

International Division (INTL): Cultivating Global Competencies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chun Kit Chui, University of Hong Kong; Match Wai Lun Ko, University of Hong Kong; Kei Yiu Mo, University of Hong Kong; Chun Kit Chan, University of Hong Kong; LEI YANG, University of Hong Kong; Tien-Hsuan Wu, University of Hong Kong

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undergraduate students. In addition to his role as Director, Dr. Chui holds the position of Assistant Dean (Teaching and Learning) in the Faculty of Engineering at HKU, responsible for driving curriculum reform and active learning activities. His research interests include database and data mining, as well as pedagogical research in engineering education. Dr. Chui has been the recipient of several prestigious awards, including the University Distinguished Teaching Award (Individual Award) at the University of Hong Kong for the 2024-25 academic year, the University Outstanding Teaching Award (Individual Award) at the University of Hong Kong for the 2015-16 academic year, and the Faculty Outstanding Teaching Award

Conference Session

International Division (INTL): Inclusive Global Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University; Sultan Bedane Halkiyu

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., Kaczynski, Developing culturally competent teachers: AnD., & Leonard, S. N. (2015) international student teaching field experienceQuiñonez, T. L., & Olivas, A. P. Validation theory and culturally relevant curriculum in the(2020) information literacy classroomKettle, M. (2017) International student engagement in higher education: Transforming practices, pedagogies and participationWang, R., & BrckaLorenz, A. (2018) International student engagement: An exploration of student and faculty perceptionsOlayemi, M. (2023) Understanding Culturally Relevant Engineering Education

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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ConvivenciaSocial.Program Models for International ExperiencesStudy abroad courses that are faculty led and short term are seen as one of the major vehicles forstudents to integrate an international experience in their curriculum. The opposite is true for theGlobalCUNY model, which consists of eight weeks or more of a research experience modeledafter the traditional REU programs. In earlier work, several essential operational elements wereidentified in the programming [43]. In the Colombia based programming, a site coordinator whoserves as a liaison to the host site’s international office is key. This role is sometimes filled by agraduate student who may also be conducting research with a host faculty. The internationaloffice is also crucial in securing housing

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd Nicewonger, Virginia Tech ; Shea Fitzgerald Hagy, Chalmers University of Technology; Catarina Östlund

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around), feeling the climate for oneself, money/tipping/haggling, etc., etc. affect greatly how one understands and interprets and in turn designs.In 2022, it was possible to offer an on-site field study course in South Africa. Students spent 7-8weeks on site, then returned to Sweden to finish their projects at their home institution. However,because there was another similar studio program at a local university in the South African site,students could continue collaborating virtually with these students after they returned. Reflectingon this change to the curriculum, one instructor explained: We kept a series of online workshops and meetings with stakeholders in South Africa as well as in Kenya and Bangladesh. The number and

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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group does not lead toan enhanced understanding of the different cultures [21]. When not managed well, the result canbe a poor experience for the participants and significant loss of a learning experience. However,managed well, it could be an excellent learning experience and result in enhanced culturalcompetencies. In addition to the engineering content of the class, additional modules willreinforce this content and highlight the application of it at different stages of the course.Including team formation, ideation, decision methodology and writing stages. Additionally,intentionally integrating opportunities to reflect on individual and group performance and toconsider alternate perspectives will improve the student’s ability to perform in

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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STEM mentorship programs atUniversities in Austria and Germany. All four participants were women. Informal interviews were conducted in English, eliminatingany potential issues that could arise from language barriers during the transcription phase ofthis study. The interviewees were virtually interviewed via platform Zoom, and researchquestions were semi-structured with an open-ended format.Given that this study involved human subjects, we obtained IRB approval. Nonetheless, theinternational dimension of the study introduced a layer of complexity – a comprehensivereview and integration of the relevant policies and bylaws from Austria and Germany. Thispreparatory work was essential to ensure adherence to both local and international codes

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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. Wechie, and E. L. Nmehielle, “Instructional strategies and teaching ofbusiness education in higher institutions in Rivers State,” Int. J. Educ. Eval., vol. 3, no. 9, pp.20–36, 2017.[34] Y. Elkana, “A Programmatic Attempt at an Anthropology of Knowledge,” in Sciences andCultures, vol. 5, E. Mendelsohn and Y. Elkana, Eds., in Sociology of the Sciences a Yearbook,vol. 5, Dordrecht: Springer Netherlands, 1981, pp. 1–76. doi: 10.1007/978-94-009-8429-5_1.[35] D. D. Serbessa, “Tension between traditional and modern teaching-learning approaches inEthiopian primary schools,” J. Int. Coop. Educ., vol. 9, no. 1, pp. 123–140, 2006.[36] C. Kaluyu and J. M. Ndiku, “Pedagogy and Information Technology Integration, AsStrategies for Improving Academic

Conference Session

International Division (INTL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xinfeng Quan, Westlake University; Jing Wang

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, Chinese students not only score differently on the same EB scales, but thestructural factors of EB extracted from Chinese samples also differ significantly. Chan andElliott[4] suggest that these differences underscore the need for modifications to existing EBscales. Such adjustments are essential to capture the unique features of EB in Chinesestudents and to design more inclusive and culturally responsive pedagogical strategies.C. Naïve dialecticismIn addition to the aforementioned cultural and educational factors, we propose naïvedialecticism as an additional factor that influences both students’ epistemic EB and theirperformance on EB scales. Summarized in the seminal work of Peng and Nisbett[17], naïvedialecticism underpinning Chinese

Conference Session

International Division (INTL) Technical Session #5: Best Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Steven Ghambi, Malawi University of Business and Applied Sciences; Ashley Rae Taylor, Rice 360 Institute for Global Health Technologies; Joseph Chikaphonya Phiri, Malawi polytechnic; Justin J. Henriques; Joseph Towles, Swarthmore College

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learners across globalcontexts, further work is needed to explore the implementation and adaptation of AL acrossglobal contexts (Mtika and Gates), particularly from the firsthand perspective of educatorsleading curricular transformation.To contribute to this gap in literature, our purpose is to describe the curricular design andimplementation of a bidirectional faculty development workshop, designed to support Malawianfaculty in integrating AL approaches into engineering courses. The faculty developmentworkshop was collaboratively led by Malawi-trained engineering faculty and United States-trained engineering faculty, providing an example of bidirectional knowledge-sharing on theimplementation of AL approaches across global contexts. Specifically

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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theoretical framework of this study is organized by major topics such as Education forSustainable Development, Sustainability Literacy, and the integration of ESD into curricula. 2.1 Education for Sustainable DevelopmentSustainability is a multidimensional concept [8]. Defining sustainability involves the adoption ofthree key dimensions that drive sustainable development (SD): environmental, social, andeconomic dimensions [8, 9]. Additionally, [10] stated SD is an endeavor to ensuring anequilibrium among economic growth, environmental integrity, and social well-being. As a result,understanding the environmental, social, and economic dimensions as well as theirinterconnections implies a certain level of complexity in the effort of incorporating

Conference Session

International Division (INTL): Humanitarian Design and Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University

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engineering citizen/leader encompass reflection, self-assessment, self-confidence, qualifications, knowledge, skills, expertise, and cultural awareness. These valuesshould be demonstrated and promoted in educational institutions, especially in an environmentthat often prioritizes grades. Character development involves instilling honesty, integrity, fairness,trust, and respect in future engineering professionals. Responsibilities and roles should preparethem to be responsible engineering citizens and stewards of the profession. To enhance theireffectiveness as leaders and citizens, a focus on specific knowledge and skills is crucial, includingconsiderations for ethics, community involvement, societal impact, socioeconomic factors,environmental

Conference Session

International Division (INTL): Case Studies and Trends

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nicholas Choi, University of California, Irvine; Kan Li, University of California, Irvine; Farzad Ahmadkhanlou, University of California, Irvine; Tiejun Bai, University of California, Irvine; Liang Li Wu, University of California, Irvine

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Paper ID #48245A Case Study: Deploying a First-Year Engineering Course at a Sino-U.S.Joint Program AbroadNicholas Choi, University of California, Irvine Nicholas Choi is a master’s student in mechanical engineering at the University of California, Irvine. He is currently studying the impact of experiential learning in an engineering curriculum and the use of generative artificial intelligence (GenAI) in an engineering classroom.Dr. Kan Li, University of California, Irvine Dr. Kan Li is the Associate Director for the International Programs at the UCI’s Henry Samueli School of Engineering. With a strong background in

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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Knowledge with Essential Business Skills 4. Building Effective Leaders and CommunicatorsThe second pillar, nurturing global engineering competence, is of particular relevance to our courseand field experience. Through required international engineering field experiences like the onedescribed in our manuscript, students gain firsthand exposure to diverse cultures, engineeringpractices, and global challenges. This experience is integral to their development as well-roundedengineers capable of addressing complex, real-world problems in an increasingly interconnectedworld. Our course has been designed to align closely with the goals of the School of Engineering,ensuring that students not only receive a rigorous technical education but also develop

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mariza Tsakalerou, Nazarbayev University; John Israilidis, University of Sheffield; Yerdaulet Kumisbek, Nazarbayev University

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part.While short-term gains were notable, sustained creative development requires iterative feedbackand long-term curriculum integration. These findings reinforce the need for structured, experientiallearning in engineering education. By embedding targeted interventions into core courses,institutions can cultivate graduates who are both technically proficient and capable of creativeproblem-solving, aligning with Kazakhstan’s national innovation goals.Practical recommendations and conclusionsThe findings of this study highlight the critical role of creativity-focused interventions in preparingengineering graduates for evolving industry demands. As Kazakhstan transitions toward aninnovation-driven economy—evidenced by its rise to 78th in the Global

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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leading the internationalization of SIT and its partner universities throughout the Southeast Asian region. Under his initiatives, various short-term mobility programs and student exchanges have been started. He is also Chair of the Mobility Special Interest Group of Asia Technological University Network (ATU-Net) and initiated a COIL program called Virtual Asia Exploration (VAx) by orchestrating the collaboration of six Asian universities. He is also an entrepreneur through his consulting company established in 2004, and has been rendering management consultation services to both small-medium size companies and multi-national enterprises such as global strategy planning, cross-border business entry, middle manager

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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acres about 20 minutes from downtown Pittsburgh. In 2002, following approval by thestate Department of Education, the college became Robert Morris University. From a School ofAccountancy with 26 students, Robert Morris University has grown to an enrollment of over3,400 undergraduate, graduate, and doctoral students. Robert Morris University’s mission is tobe the gateway to engaged, productive, and successful careers and lives. True to its heritage ofprofessional education and applied instruction, Robert Morris University builds knowledge,skills, and citizenship and prepares students to lead with integrity and compassion in a diverseand rapidly changing world. Robert Morris University is a nationally ranked university thatcombines academic

Conference Session

International Division (INTL): Humanitarian Design and Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joanna G Burchfield, University of South Florida; Jamie Chilton, University of South Florida

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(Cushner & Mahon, 2002; Petersdotter, Niehoff, & Freund, 2017)and tolerance for ambiguity (Dewaele & Wei, 2013). Students gain greater intercultural awareness (Anderson et al., 2006)and an openness to the perspectives of others, ultimately becoming more systems-thinking engineers who recognize theirrole as global citizens (Clarke et al., 2009).Despite the growing emphasis on study abroad programs in engineering education, engineering students have historicallybeen underrepresented in these programs (Davis & Knight, 2018). Engineering students demonstrate lower participationlevels in study abroad programs due to several common challenges specific to engineering students. First, engineeringprograms often have a rigorous curriculum

Conference Session

International Division (INTL): Cultivating Global Competencies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shazib Z Vijlee, University of Portland

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engineering and society. In parallel, I want to help my studentsprepare for a globalized world and to start with a mindset that it isn’t necessarily good or bad; itjust is. Since it exists, what can we do with it? This project uses globalization as a tool in theengineering classroom to help engineering students concretize globalization by exploring itsinertia, its pros and cons, and how to prepare to be an engineer in a globalized world.University of Portland (UP) is a primarily undergraduate and comprehensive institution with fourschools (engineering, business, education, and nursing) and one college (sciences, socialsciences, and humanities). The academic experience combines a liberal arts core curriculum, theCatholic Intellectual Tradition, and

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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). Throughout her engineering career, she has tried to integrate global engineering into her work. Most recently, she spent the final year of her PhD at the University of Cape Town, integrating her benchtop cardiovascular research into computational models. In 2018-2019, she spent a year living and working in Tanzania, in East Africa through the Fulbright US Scholar program, teaching and conducting clinical research. Now at UD, her scholarship work includes embedding global engineering opportunities into the engineering curriculum through study abroad programs, new courses, serving as an advisor for UD’s Engineers Without Borders, and hosting global design workshops. ©American Society for Engineering