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

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

, Greece, 2024, pp. 1-6. doi:10.1109/EDUCON60312.2024.10578777.[24] T. Seelig, inGenius: A Crash Course on Creativity. Hay House, Inc., 2012.[25] M. Karwowski, I. Lebuda, and E. Wisniewska, "Measuring Creative Self-efficacy and CreativePersonal Identity," J. Creativity Problem Solving, vol. 28, pp. 45-57, May 2018.[26] J. C. Kaufman and R. A. Beghetto, "Beyond big and little: The four C model of creativity," Rev.Gen. Psychol., vol. 13, no. 1, pp. 1–12, 2009. doi: 10.1037/a0013688.[27] A. Zhuparova, R. Pukala, and R. Doszhan, “Analysis of the Development of Creative Industriesin Kazakhstan: the Qualitative Analysis,” Eurasian Journal of Economic and Business Studies, vol.4, pp. 145-159, Dec. 2022, doi: 10.47703/ejebs.v4i66.183.

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)

transformative shift in engineering education, prioritizingsustainability, cultural understanding, and social justice to equip engineers for a rapidly evolving,interconnected world [1].Contemporary insights into the competencies sought by European engineering firms highlightcritical deficiencies in recent graduates, including interpersonal communication, adaptability, andengineering self-efficacy [2]. Additionally, attributes such as emotionalintelligence—particularly empathy, as emphasized in design thinking—and cooperative skills areoften underdeveloped [2].Universities are addressing the challenges of fostering global competence by promotinginternational academic partnerships that encourage mobility for students, faculty, and staff.Traditional in

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

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

competence (IC), defined as "the complex abilities required to perform effectively and appropriately wheninteracting with others who are linguistically and culturally different from oneself" (Fantini, 2009, p. 458). IC has becomeessential for engineers’ success in the globalized world (CTI, 2022; Rico-García & Fielden Burns, 2020). As a result,fostering IC in engineering students has become a priority in engineering education (CTI, 2022; Weisser, 2015). Studyabroad is widely regarded as one of the most effective ways to enhance IC (e.g., Deardorff, 2006). Acquiring foreignlanguage skills and developing intercultural communicative competence are two key benefits of studying abroad (Guo,2015). Study abroad also boosts students’ self-efficacy

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

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

between two institutions/departments to jointly develop a long-term programabroad to emulate successful programs at the home institutions [2, 5]. One benefit of these 1programs is allowing students to be educated by faculty members from abroad in a cohesiveprogram designed for international students. Additionally, many of these programs allowstudents to visit or study at the program’s home institution, allowing for an improved experience.Students and faculty who are involved in these programs have gained a global perspective, self-efficacy, and cultural competency [6].While there are many benefits to developing an academic program abroad, multiple