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

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

Engineering Education, Cross-Cultural Collaboration, Engineering DesignThinking, Global Context, UAEAbstract:Engineers have the ability and responsibility to design and develop solutions that can improvepeople's lives, solve pressing problems, and make the world a better place. Real-world challengesare becoming increasingly complex and global, and engineering projects often requirecollaboration between people from different cultures.Global engineering is a general engineering course required by all engineering students. Thecourse focuses on designing and developing engineering solutions to real-world problems in aglobal context. In spring 2024, the course was offered in an innovative way, with a lecture-basedpart and a hands-on laboratory part. The

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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Diversity

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International Division (INTL)

IEEE, she is a member of the IEEE Standards Association and is in the Standards Development Working Groups of several standards related to online laboratories, learning environments, and privacy, security and governance of data related to learning systems. In ASEE she serves in the ASEE International Activities Committee and is Secretary/Treasurer of the ASEE International Division. She is an internationally registered Professional Engineering Educator (iPEER), ranked at level 5: Engineering Education Researcher, out of 6 levels. According to Google Scholar, her h-index is 25, i10-index is 59, and she has over 1900 citations.Jusmeidy ZambranoLaura Eugenia Eugenia Romero Robles, Tecnologico de MOnterrey

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)

are interested inpursuing higher education in the United States. Several unique factors contribute to theattractiveness of U.S. colleges and universities for students from India: • Research Opportunities: U.S. universities provide extensive opportunities for research and innovation. Students can access cutting-edge laboratories, libraries, and resources to engage in meaningful research projects. • International Reputation: A degree from a U.S. university is widely recognized and respected globally. Many employers value the skills and knowledge gained through a U.S. education. • English as the Medium of Instruction: Studying in the U.S. offers the chance to improve English language proficiency, an

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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Diversity

Tagged Divisions

International Division (INTL)

UEFS/UFRB Cartagena UC/USB- Uni Valle Program Elements Site Coordinator x x - “INSTITUTION” Faculty Led - - - International Office x x x Reciprocal Program - - - Laboratory Bench Fee - x - University Support - x - Student Exchange Agreement or MOU

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)

: international and domestic undergraduate students in focus in the United States higher education institutions. In addition, Mr. Halkiyo is interested in broadening the participation of engineering education in Ethiopian universities to increase the diversity, inclusivity, equity, and quality of Engineering Education. He studies how different student groups such as women and men, rich and poor, students from rural and urban, and technologically literate and less literate can have quality and equitable learning experiences and thrive in their performances. In doing so, he focuses on engineering education policies and practices in teaching and learning processes, assessments, laboratories, and practical internships. Mr. Halkiyo

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

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

. T. (2013). Differentiated overt learning activities for effective instruction in engineering classrooms. Journal of Engineering Education, 102(3), 346-374.[12] McAfee, M., Armstrong, P., & Cunningham, G. (2009). Achieving Effective Learning in Engineering Laboratory Classes. In 5th International CDIO Conference, Singapore Polytechnic, Singapore. http://cdio. org/files/document/file D (Vol. 6).[13] Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta- analysis. Review of educational research, 69(1), 21-51.[14] Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014

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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Diversity

Tagged Divisions

International Division (INTL)

).” Thus, it is assumed that participants mainly considered and discussedenvironmental solutions from business perspectives.7. DiscussionParticipants, both Indonesians and Japanese, expressed that they had the most learning effectiveness innon-technical areas such as “Communication (4.43)” and “Individual and Collaborative Team work(4.21)”. This suggests that interactive methods such as group work on real-world challenges were moreeffective compared to traditional passive learning in classrooms or laboratories. Additionally, scoresrelated to consciousness aspects such as “The Engineer and the World (4.00)”, and “Lifelong learning(3.79)” were high. Thus, this PBL led to increased awareness related to its social aspects.On the other hand, despite