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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Diversity

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International Division (INTL)

Paper ID #46806One Week in Cape Town Clinics: Reflections from an Undergraduate EngineeringExperiential Learning TripSudha S Anilkumar, University of Delaware Sudha Anilkumar graduated with a Bachelor’s in Biomedical Engineering from the University of Delaware in May 2025. During her time as an undergraduate, she was recognized with the Goldwater Scholarship and developed a strong interest in pursuing a research career at the intersection of engineering and medicine.Ruth Wilhelm, University of Delaware Ruth Wilhelm earned her Bachelor’s degree in Biomedical Engineering from the University of Delaware in May 2025. She

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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participants. Thisstudy explores the experiences of 15 senior-level engineering students who participated in asemester-long study abroad program. Students wrote a final reflection as a part of the studyabroad. The reflections were analyzed using a mixed-method approach. A rubrics was created toscore each reflection quantitatively across five key dimensions: Identification and Awareness ofICC, Self-Examination and Reflection, Critical Assessment and Reframing of Assumptions,Exploration and Adoption of New Roles, and Development of a Plan for Action and SkillAcquisition. Further qualitative coding was performed to identify patterns and student quotespertaining to each rubric criteria. The findings reveal that students demonstrated strongawareness of ICC

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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Diversity

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International Division (INTL)

communication (ICC) and cohort-building before traveling abroad over spring break,where they engage with researchers and practitioners during tours, site visits, and lectures. Using a combination ofsurveys and reflections from four cohorts, we discuss participants’ pre- and post- trip assessments regarding their holisticunderstanding of sustainability, perceptions of their engineering disciplines, and their global, intercultural, andcommunication competencies. We assert that short-duration SA is an efficient, effective, and non-disruptive approach toproviding engineering students access to the high-impact benefits of SA experiences. Additionally, our preliminaryfindings align with prior research showing that combined ICC instruction and SA can improve

Conference Session

International Division (INTL): Cultivating Global Competencies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Corinne Mowrey, University of Dayton; Scott James Schneider, University of Dayton; Michael Moulton, University of Dayton; Philip Appiah-Kubi, University of Dayton; Erick S. Vasquez, University of Dayton; Homero Murzi, Marquette University; Jeanne Holcomb, University of Dayton

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International Division (INTL)

) seismic activity, and (3) airports, sea ports and train stations. The News Coverage of the 2023 Earthquake Assignment required students to find and submit 2 video and/or written news reports that covered the response to the 2023 earthquake. The DC Location Assignment required students to reflect on all the research they had done prior and make a preliminary list of criteria that should be considered when selecting DC locations for our project. The Transportation in Turkey Research Assignment required students to calculate a unit cost (per pound per mile) to transport supplies using one of three modes of transportation: roads (cars and trucks), air (helicopter and planes) or railway (trains). Students were assigned to 1 of 3

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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International Division (INTL)

as “global awareness, global understanding, and theability to effectively apply intercultural knowledge [4].”In the context of engineering education, it is crucial to recognize the role of academic programsin cultivating leadership skills that go beyond technical expertise. The importance of globalleadership competencies in engineering education has been increasingly recognized in literature,reflecting the growing need for engineers to operate effectively in multicultural and internationalenvironments. Studies emphasized the necessity of integrating global competencies intoengineering curricula to better prepare students for the complex challenges of a globalizedworkforce. Taylor and Green highlighted the significant role that student

Conference Session

International Division (INTL) Technical Session #1: Global Competency

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patrick Tunno, Pennsylvania State University

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Diversity

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International Division (INTL)

employedparticipant interviews to identify the components of the “Como, Italy Technical Presentation andCross-Cultural Engagement” faculty-led study abroad program that were most relevant todeveloping global competencies in engineering students. In addition, the factors that helped andhindered the acquisition of this skillset were explored utilizing Critical Incident Technique(CIT).Local student interactions, an academic preparation and culture class, free time/personalexploration, guided excursions, and reflection were found to be significant as both programcomponents and helping factors in the development of global competencies. Cultural immersion,interactions with locals, and faculty encouragement were important as program components butnot explicitly

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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Diversity

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International Division (INTL)

theprocess of listening, learning and reflecting to develop knowledge, skills, attitudes andcommitments to engage across diverse groups in open, effective and socially responsible ways.Accordingly, this project adopts the three student learning outcomes for the UD International andIntercultural Leadership Certificate which identify that students will be able to 1. Explain how issues of social justice, power and privilege are shaped in a variety of contexts. 2. Use language and knowledge of other cultures effectively and appropriately to communicate, connect and build relationships with people in other cultural communities. 3. Express respect and thoughtful engagement with people across cultures.These outcomes focus on the

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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International Division (INTL)

course participants return home, theinstructors adapted by continuing the course online. This transition allowed Nicewonger to gaininsights into how the participatory methods used in the course evolved in response to thelearning constraints imposed by the pandemic. Several debriefing meetings facilitated broaderdiscussions between Nicewonger and Hagy and Östlund about engineering and design education,as well as curricular challenges of teaching participatory design practices remotely.Consequently, Hagy and Östlund contributed valuable pedagogical reflections and curricularcontext based on their experiences as educators in the program being analyzed in this paper.Theoretically, this paper is inspired by ontological debates about design [1], [2

Conference Session

International Division (INTL): Inclusive Global Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Carlos Quadrado, ISEL/IPL; ENTER; ISRC/ISEP/IPP, Portugal,; Kseniya Zaitseva, ENTER Network; Maria Isabel Doval, Universidade de Vigo; Breixo Martins-Rodal

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Diversity

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International Division (INTL)

through the lens ofthe EENTITLE (Ecuadorian ENgineering educaTors capacITy deveLopment andrEcognition) project, an EU-funded initiative aimed at fostering inclusivity withinEcuadorian engineering schools. By addressing systemic gaps in the recognition anddevelopment of educators, the project highlights the importance of empowering facultyto lead in ways that reflect the diversity of the world they serve. These efforts contributeto a more equitable academic ecosystem, ensuring that engineering education continuesto innovate and adapt to the challenges of our time.By prioritizing inclusivity, we not only elevate the quality of engineering education butalso strengthen its capacity to unite individuals and communities in solving globalchallenges.1

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)

training, and partner development. These business achievements are reflected in his academic activities through the designing of lectures and mobility programs with practical implementation perspectives. Ishizaki has been actively presenting and publishing his academic achievements at international conferences in the Asia Pacific region and North America such as APAIE, WERA, and NAFSA. He earned a Master of Business Administration majoring in international business at the University of Southern California in the United States of America, and a Bachelor in Law at Hitotsubashi University in Japan.Dr. Maria Anityasari, Sepuluh Nopember Institute of Technology - ITS Maria Anityasari is the Director of ITS Global Engagement

Conference Session

International Division (INTL): Inclusive Global Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ana Maria Porras, University of Florida; Daniel Suarez, Pontificia Universidad Javeriana

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Diversity

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International Division (INTL)

partners. While the instructors provided input and guidance, this assignment was graded for completeness. After that initial round of feedback, students prepared a video consisting of a 3- minute pitch of their proposed solution. In both Flipgrid discussion boards, the students from both countries successfully demonstrated their ability to communicate the significance of their selected biomedical challenge, contextualize the issue to a local context, and ideate a potential engineering solution to the problem.Table 1. Reflection Prompts Used to Reinforce Student Learning. Pre-Exchange Middle Post-Exchange 1. How do you think your interaction 1. Provide two or more

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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International Division (INTL)

trajectories, student motivation, and learning. Sreyoshi has been recognized as a Fellow at the Academy for Teaching Excellence at Virginia Tech (VTGrATE) and a Fellow at the Global Perspectives Program (GPP) and was inducted to the Yale Bouchet Honor Society during her time at Virginia Tech. She has also been honored as an Engaged Ad- vocate in 2022 and an Emerging Leader in Technology (New ELiTE) in 2021 by the Society of Women Engineers. Views expressed in this paper are the author’s own, and do not necessarily reflect those of organizations she is associated with. Learn more about Sreyoshi’s impact - www.ThatStatsGirl.comDr. Racheida S. Lewis, University of Georgia Dr. Racheida S. Lewis, Ph.D. is an Assistant Professor

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)

, the stretching of the hands through awindow on a cold morning is used to gauge the weather condition. African educators who wantto enact CSP should consider observations of their students of paramount importance. Thisemphasis is rooted in cultural (i.e., African) perspectives and aligns with the paradigmaticapproach of CSP, promoting observation as a way of knowing. 11. Reflects on Teaching Practices The ability of teachers to self-reflect on teaching practices is an essential component of the CSPframework [13]. By reflecting on their instructional practices, teachers examine their actionswithin the classroom and the underlying philosophies and beliefs that power their decisions andactions. This critical reflection can then improve

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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International Division (INTL)

course viaZoom, called “ACTIVA tu Speaking (AtuS).” The USGA students spoke Spanish whileMexicanUG students spoke English. The students jointly chose two projects, performednecessary research, and designed prototypes to meet the design needs of their respectivecommunities. This course was not originally conducted as an engineering educationresearch project; thus, this is a retrospective summary. Using a promotional video thatthe USGA students produced about the course and the course reflection paragraph thateach USGA student wrote, we performed a word frequency analysis. Based on the wordfrequency analysis, we conclude that the students’ identification as engineers increased,students connected their academic engineering to real-world problems

Conference Session

International Division (INTL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xinfeng Quan, Westlake University; Jing Wang

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International Division (INTL)

counterparts[4].Compared to Western students (primarily from the USA), Chinese students are more likely toperceive knowledge as certain and the ability to learn as innate[5]. Such differences inepistemic beliefs may shape Chinese students’ unique perceptions of and responses to modernteaching methods, such as active learning and reflective thinking, in Western classrooms.These beliefs could influence how students engage with learner-centered approaches,potentially affecting their adaptability and overall learning outcomes.Moreover, commonly used tools for assessing epistemic beliefs, such as the widely usedEpistemological1 Beliefs Assessment for Physical Science (EBAPS)[6], may not adequatelycapture the unique characteristics of students with

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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International Division (INTL)

leadership practices to bring back and foster acollaborative culture within the Innovation Wing.In September 2024, fourteen leaders representing seven SIGs took part in the pilot program. Theyengaged in ice-breaking activities to dismantle silos, brainstorming sessions to strategize how theirSIGs could enhance the HKU Innovation Wing, goal-setting discussions to define outcomes for theirinvolvement in an overseas makerspace symposium, presentations to share their insights, andknowledge-sharing sessions to disseminate experiences and conclusions to other makerspacemembers.Surveys and analysis of written reflections from the team leaders indicate that the overseas team-building program effectively dismantled silos, enhanced collaboration, and promoted

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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International Division (INTL)

a number of reasons, including ensuring that academic terminology and workshopmaterials were relevant and well adapted to the local institutional context. Further, it helpedbuild capacity and expertise through authentic partnership and knowledge sharing. There wasalso parity in leadership and contribution for running the workshop exercises. Finally, agileapproaches–like on-the-fly changes to facilitation activities in response to the energy andexperiences of the faculty participants in the room, as well as post-mortem reflections at theend of each day–help the team pivot exercises.Secondly, the workshop was designed exclusively using active learning strategies. A pitfall ofworkshops on active learning strategy is that the pedagogical

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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Diversity

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International Division (INTL)

training, and partner development. These business achievements are reflected in his academic activities through the designing of lectures and mobility programs with practical implementation perspectives. Ishizaki has been actively presenting and publishing his academic achievements at international conferences in the Asia Pacific region and North America such as APAIE, WERA, and NAFSA. He earned a Master of Business Administration majoring in international business at the University of Southern California in the United States of America, and a Bachelor in Law at Hitotsubashi University in Japan.Rumi Okazaki, School of Architecture, Shibaura Institute of TechnologyProf. Ikuro SHIMIZU, Shibaura Institute of Technology Ikuo

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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International Division (INTL)

set ofsix-piece chicken nuggets they can produce within 15-minutes. The points serve as a metric forthe overall productivity of the country and world during the game. The game is played twicewithin a 65-minute class session. The first game does not have any tariffs imposed and thusrepresents a liberalized trade environment. The game is then run a second time under a scenarioin which one country has invaded another country and in response multiple countries haveimposed import tariffs on each other. Students also spend five-minutes reflecting on what theylearned about international trade. While the specific results change each time new student teamsplay the game, the general results that a) there are winners and losers from tariffs and b

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)

(InternationalProfessional Engineering Educator Registered) title was achieved through the project“Pedagogical training of engineering educators—EnTER" (created in 2018). This wasachieved with the support of the only professional regulatory body that overseesengineering teaching professionals, the International Standard Classification ofOccupations (ISCO), with code 2311 (ISCO Code 08) as “Higher education teachingprofessional: Engineering educator" [4–6]. Thus, this article will show how the reviewedprograms are structured, and will provide a proposal for engineering that seeks to reflect,innovate, and rethink its teaching practices. Some research shows that engineering teachingpractices closely linked to the concept of traditional science are recognized, but in

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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International Division (INTL)

bycollaborative inquiry to develop a shared understanding of the challenges and sharedopportunities for education innovations. We led off with short presentations to share contextualdifferences between the two educational contexts and to share challenges encountered, what hasbeen done on these topics, and engage a larger discussion. Field notes and artifacts werecollected from these groups and themed to identify shared challenges, supports, andopportunities for future collaborations that included, as examples rather than an exhaustive list,resources for team formation and evaluation, mathematics preparation and onboarding courses,and resources for first-year students, faculty professional development challenges andopportunities, and use of reflection as

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)

, quantitative and qualitative approach to fully comprehendwhat happens holistically during the immersion experience. The goal should be not just to collectobjective data with validated psychometric instruments such as the IDI, but rather to obtain morenuanced insights into the students’ study abroad experience and processing of their sojournsabroad through qualitative analysis of student reflections. Similarly, Cohen et al [10] argue thatsolely relying on quantitative assessment may not bring to light important nuances of thecomplex experience abroad. Likewise, Streitwieser and Light [11] call for placing emphasis onindividual student perceptions and reflections. Most recently, Mu et al [12] have shown thatimportant insights can be gained when zeroing

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)

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) Technical Session #3: Student Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel Ifeoluwa Adeniranye, Florida International University; Bruk T. Berhane, Florida International University

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Diversity

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International Division (INTL)

freely and unconditionally through stories[60], that can convey the intended messages [58], such that stakeholders can fully understand hislived experiences both at home and abroad over time [61]. The narrative inquiry approach has afluid nature and is flexible, to capture distinct and reflective narratives [59], [62] of the lived andeducational experiences [47] of Apex through various data collection methods (e.g., interviews,participant observation, and focus groups), and from that creating experiences for theengineering education community, that is tension-free, calm and relaxing storytelling [58], [63]–[65]. This way, the research team will be able to gather extensive and triangulated data whoseconstructs, themes, and interpretations [66

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)

viewing knowledge as constructed by the knower’s interactionwith surroundings such as experts, world, and texts [5].Individual experiences have been shown to reflect how people perceive and make sense of theknowledge being handed to those individuals. Individuals under authoritative governments oftenregard educators and textbooks as the primary sources of unquestionable knowledge, influencingthe shaping of their personal epistemological beliefs. The same concept applies to the culture inwhich an individual experiences. For example, when considering Youn's study in Korea, theauthor emphasizes the contrast of the cultures between the two countries in individualism-collectivism, power-distance, uncertainty-avoidance, and masculinity-femininity. Thus

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)

training. This can be achieved throughuniversity professional development programs such as workshops, events, courses, andadditional resources that have a DEI perspective. In addition to adopting inclusive teachingpractices that reflect the basic principles of diversity, equity, and inclusion [11], [12], it isimportant to ensure clear and objective language, conventional structure, and precise words.In the STEM field, the issue of teacher development with a DEI approach can be particularlychallenging. STEM teachers often encounter additional obstacles in identifying authenticgoals, objectives, and tasks related to DEI [13], [14]. There is often a lack of consensus orunderstanding regarding the definition of DEI activities, who should participate

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yanjun Yan, Western Carolina University

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Diversity

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International Division (INTL)

their fellow travelers through teambuilding and group assignments,before the trip. During the trip, frequent checking of participants’ physical and mental status by theinstructors or among peers is important to reveal the seedling of any potential issues, and frequentreflections via journal taking or group discussions at various intervals helps the students make sense oftheir experiences and adjust their expectations. These reflections also stretch the students’ worldviews andsupports them to make the most of the trip. After the trip, an online meeting of the group, if any, andassignment collections are another opportunity for the group to reveal any remaining concerns in a timelymanner to get those concerns addressed.The rest of the paper is

Conference Session

International Division (INTL): Humanitarian Design and Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Denise M. Driscoll, Purdue University at West Lafayette (PPI)

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Diversity

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International Division (INTL)

orientations toward cultural differences based on the Intercultural Development Continuum (e.g., denial, minimization, acceptance), your score, and understanding how it leads to different thoughts about reducing our carbon footprint, recycling, response to weather changes, etc. 3 Form a more complex view of culture through metaphors, hidden rules, and cultural worldview frameworks; explore Country Navigator’s WorldPrism Profile and reflect on how this impacts your collaborating with people from different countries on energy. 4 Explore the way you deal with differences by developing your awareness of your own unexamined assumptions and better understand how to navigate cross

Conference Session

International Division (INTL): Case Studies and Trends

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nathan M. Kathir P.E., George Mason University; Colleen Fitzpatrick Berg, George Mason University; Shaghayegh Bagheri, George Mason University

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International Division (INTL)

away with time as the projects reach a successfulconclusion.Conclusions, recommendations and plansFor the current academic year, collaboration was started after two meetings, and it was semi-formal. In the future, it is recommended a “formal” contract detailing the roles, responsibilitiesand expectations should be established at the start. Also, having at least one in-person meetingwould be immensely beneficial. One way this can be done is by the utilizing the existing studentexchange or study abroad programs at our university. To date, this paper reflects the experienceof participants in one semester. Experience based on a full academic year will be reflected in thefinal paper and in the conference presentation. Since this is the first year

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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Diversity

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International Division (INTL)

September 2015, the SDGsprovide a framework for global sustainability, encompassing goals such as No Poverty, ZeroHunger, Quality Education, Gender Equality, Clean Water and Sanitation, Affordable and CleanEnergy, Industry, Innovation, and Infrastructure, Reduced Inequalities, Sustainable Cities andCommunities, Responsible Consumption and Production, Climate Action, Life Below Water, Lifeon Land, Peace, Justice, and Strong Institutions, and Partnerships for the Goals. Our efforts alignwith several SDGs, reflecting a commitment to holistic and integrated global education.Concurrently, the NAE Grand Challenges delineate specific engineering objectives indispensablefor sustainable development. The NAE has identified critical global issues, such as