Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brad Putman, Bucknell University; Khaled A. Al-Sahili, An-Najah National University; Alia Gilbrecht, An-Najah National University; Karen Bunch Franklin; Shilpa Girish, Clemson University; Fabricio Leiva; Abdelhaleem Khader, An-Najah National University

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Diversity

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International Division (INTL)

the project. This change also resulted in a new faculty member and graduate student instructor joining the team from Clemson. Change 2: Addition of third-year civil engineering students from An-Najah enrolled in an introductory environmental engineering course. This more than doubled the number of students from this institution. It also engaged a second faculty member from An-Najah. Change 3: Implementation of cross-cultural dialogue sessions for IVE teams prior to the start of the project. These sessions were developed based on the feedback, observations, and lessons learned from the 2021 iteration of

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

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International Division (INTL)

the Journal of Engineering Education, and associate editor for IEEE Transactions on Education. Dr. Finelli studies the academic success of students with attention-deficit/hyperactivity disorder (ADHD), social justice attitudes in engineering, and faculty adoption of evidence-based teaching practices. She also led a project to develop a taxonomy for the field of engineering education research, and she was part of a team that studied ethical decision-making in engineering students. ©American Society for Engineering Education, 2023 WIP: Understanding How International Graduate Students in Engineering Fit into American Culture through the Lens of Gender Pronouns: A Pilot StudyAbstractInternational

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)

in academic environments. Moreover, Roma currently holds managerial roles and leads Extreme Building, Road, and Bridge Construction PLC, contributing to construction projects in the Shashemene district of Ethiopia.Demitu Geda, Bule Hora University Demitu Geda is a graduate of Waliata Sodo University with a Bachelor’s degree in Electrical and Computer Engineering and holds a Master’s degree in the same field from Bule Hora University. Currently, Demitu is a faculty member, instructing electrical and computer engineering courses at Bule Hora University in Ethiopia. Her research enhances accessibility, quality, and equity in engineering education, ensuring inclusivity for all students irrespective of gender, religion

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)

ranging from academics, NSF PIs, in- dustry leaders, entrepreneurs, and professionals to students or high-schoolers starting out with Computer Sciences, helping them strategize and broaden participation, as well as explore, understand, and apply emerging technologies. Sreyoshi is committed to broadening participation among underrepresented mi- norities in engineering and serves as a Senator at the Society of Women Engineers. She is also part of the Advisory Board at the College of Engineering at Virginia Tech and serves as an Advisor to the leadership at Sisters in STEM. Sreyoshi frequently collaborates on several National Science Foundation projects in the engineering education realm, researching engineering career

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)

challenging but also presented lots of opportunities for personal growthand cross-cultural learning.This transition into an engineering education program involved immersing myself in the newly developedengineering education field. It was very different to what I had done as an engineer or what I had studiedin college. I had to attend very small classes, with a lot of discussions, in a foreign language. I facedseveral challenges as an international student, but they made me more resilient, I developedproblem-solving abilities and I learned to find different people for different types of mentorships andadvice I needed during that time.After completing my PhD in engineering education, I became a faculty member in a smaller engineeringeducation

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)

Office connected the newest arrivals with a faculty advisor tostart a Kuwaiti Student Club. As graduate students from India gained in population, an IndianStudent Club was also formed, advised by a faculty member who is a native of India. As studentclubs host their own cultural events (see figure 10), not only do they feel heard and welcomed oncampus but they also share their culture with domestic and other international students,increasing cultural awareness and pride among students. Figure 10: Student Club ActivitiesCommunity Outreach: Any campus does a better job of successfully welcoming new groups ofstudents with some advance preparation, therefore, the CGE proactively created several tools toprepare both

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Saeed D. Foroudastan, Middle Tennessee State University

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Diversity

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International Division (INTL)

skills that are needed to make lasting connections after graduating college.The program cultivates a sense of belonging to international members who may not have theirfamilies close to home for support. The program has been deemed highly beneficial forinternational students due to the fact that it enhances the network for individuals to discover newemployment opportunities. After graduation, program graduates can potentially benefit fromthese relationships by obtaining a highly desired employment position or by receiving anoutstanding recommendation from various industry CEO’s who have a first-hand demonstrationof the student’s real-world experience and professional demeanor.Introduction Middle Tennessee State University’s Human Exploration

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

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International Division (INTL)

artist residency depending on the type of research. Theresearch outcome may include publications, presentations at conferences or workshops, musicalcomposition, exhibitions, etc. The teaching award includes activities like giving guest lectures andteaching a class) at the undergraduate and graduate levels), conducting workshops, seminars, andsimilar activities. The courses may be designed by the scholar or provided by the host institution.It is also possible that the courses are co-taught with the faculty from the host institution. Thenumber of courses that a scholar is supposed to teach is decided between the scholar and the hostinstitution. This award may also include advising graduate students and thesis/dissertation. Finally,the Teaching

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

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Diversity

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International Division (INTL)

Interdisci- plinary Engineering, all from Texas A&M University. With research interests rooted in engineering education, the learning styles of engineering students in par- ticular, Shannon’s tenure at Texas A&M is and has been rooted in the mentoring of both undergraduate and graduate students. Currently an advisor for the Texas A&M National Society of Black Engineers (NSBE) Chapter and an active member of Delta Sigma Theta Sorority, Incorporated, a service organiza- tion, Shannon is no stranger to mission and vision of the academic excellence and cultural responsibility.Ahmarlay Myint, Texas A&M University Ahmarlay Myint is a doctoral student in Higher Education Administration.Dr. Maria Claudia Alves

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Moses Olayemi, Purdue University, West Lafayette

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Diversity

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International Division (INTL)

furtherinvestigated and/or explained in the second stage of qualitative research. However, it is crucial topoint out that contrary to certain misconceptions that view research on a linear path, this researchended up being an iterative use of both quantitative and qualitative instruments. The analyzed datafor this study include surveys, in-person and virtual classroom observations, teacher reflectionjournals, classroom artifacts, school policy documents, and semi-structured interviews with 37engineering faculty members, 2 provosts, 5 engineering college deans, and 2 students.IRBThis study is approved for study by the Purdue Institutional Review Board. This process wasconcluded by July 2022 through the IRB (Institutional Review Board) with approval number