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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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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International Division (INTL)

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): 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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Diversity

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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): Measuring and Assessing Outcomes and Impact 

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joshua E. Katz, University of Illinois at Urbana - Champaign; Hannah Dougherty, University of Illinois at Urbana - Champaign; Ernest-John Ignacio, University of Illinois Urbana-Champaign; Molly H Goldstein, University of Illinois Urbana-Champaign; Brian Woodard, University of Illinois at Urbana - Champaign

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International Division (INTL)

-ended and Likert-scale questions. Thenineteen questions were then organized into the themes of new knowledge or skill development,technological improvements, pedagogical growth, collaborative environment with partners,obstacles and supports, teaching global learning experiences reflections, and overall reflectionsand impressions of their global classroom experiences. Each question's response was coded to aninductive thematic analysis or averages of each program type's Likert scales. The themes weretotaled to compare the across the program types. This study led to interesting findings for eachtheme, where there were slight differences among all the instructors between program types.New Knowledge and General Skill DevelopmentInstructors were

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) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wei Zhang, Zhejiang University; Shuai Wang; Weijia Zhang, Zhejiang University

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International Division (INTL)

problems. Provide opportunities to access expert thinking and performance, Imitating Expert enabling students to observe expert performance and simulate activity Work Performance processes before attempting. Multiple Roles and Provide opportunities to access and investigate multiple viewpoints, Perspectives roles, and perspectives. Require students to reflect based on extensive knowledge to make Reflection predictions, hypotheses, and experiments, generate solutions and solve problems. Provide opportunities to solve

Conference Session

International Division (INTL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xinfeng Quan, Westlake University; Jing Wang

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Diversity

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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): Measuring and Assessing Outcomes and Impact 

Collection

2025 ASEE Annual Conference & Exposition

Authors

Manuel José Alejandro Baquero Sierra, Purdue University at West Lafayette (PPI)

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International Division (INTL)

[1], [2], [3]. Over time, researchers have gained a nuancedunderstanding of how international student status affects various dimensions of academic life,including mental health, psychosocial well-being, cultural adaptation, and feelings of belonging[4], [5]. Qualitative studies have added depth to this picture, highlighting how students undergopersonal and identity shifts through their interactions with new social systems, unfamiliarenvironments, and internal reflections on their past and aspirations for the future. These changesdon’t happen in isolation but emerge through a complex web of experiences that unfold acrossdifferent stages and destinations.Much of the existing scholarship has concentrated on individuals pursuing long

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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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) 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): 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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Diversity

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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

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

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International Division (INTL)

course included (a) discussions about the characteristics of a Global Engineer with guided(self-)reflections of own strengths, weaknesses, and needs, (b) review of engineering techniquesand challenges in a pluralistic and globalized world, and (c) presentations by a specialist with aglobal background (faculty, researchers, industry professionals) the approach is based inparticular on the active collaboration of mixed student groups with presentation of their workprojects with peer review of other mixed teams. In the fall 2022, a study found, when examiningthe students’ development throughout the course, measured by Global Perspective Inventory(GPI) [2], that participating students showed in three of the six the GPI dimensions comparableor

Conference Session

International Division (INTL): Inclusive Global Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder

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Diversity

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International Division (INTL)

researchers have termed these individualsforeign-born/foreign-trained (FB/FT). In the study by Gheorghiu [22], international faculty weredefined as those born in a foreign country with a foreign undergraduate degree while U.S. facultywere born in the U.S. or a foreign country but had earned an undergraduate degree from aninstitution in the U.S.; in their study 10.8% of the faculty were international under this definition,including 55.7% who were U.S. citizens. This reflects the reality that many FBF earn U.S.citizenship [23]. Among the U.S. faculty, only 0.5% were non-U.S. citizens [22].An array of intersecting demographics can be significant in the experiences of FB scholars. Visastatus influenced the number of years spent as post-doctoral

Conference Session

International Division (INTL): Measuring and Assessing Outcomes and Impact 

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Texier; Maria Mercedes Larrondo-Petrie, Florida Atlantic University

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Diversity

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International Division (INTL)

institutions operate in a legal environment that favors innovation andentrepreneurship, that is, intellectual property. Therefore, the process of filing patents, which involvesrigorous legal steps, should be reflected in the proposed capabilities index, as discussed in Powers'approach [12] to research commercialization.On the other hand, indicators of scientific and technological production focus on the quantity andquality of research generated by universities. This component reflects the institution's capacity to produceknowledge that is valuable for industry and society, aligning with Meyer's proposal [10] onuniversity-industry links.As for the indicators of human resources with scientific impact, they measure academic talent and thecapacity of

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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Diversity

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International Division (INTL)

2019 49 6 11 5 16 17 31 11 30 2020 59 4 12 10 31 31 29 16 30 2021 66 6 18 9 35 36 48 14 41 2022 52 6 11 21 98 42 56 14 48 2023 91 14 68 31 62 108 49 59 85 2024 109 22 97 38 68 152 56 94 119The overall thematic distribution reflects a significant shift in engineering education priorities.While the initial years (2017-2020) focused on

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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International Division (INTL)

variations in generational priorities andknowledge bases regarding the diverse dimensions of sustainable development.These generational variations in SDG understanding are particularly relevant in the currentglobal context. Generation Z, having grown up amidst increasing awareness of climate change,biodiversity loss, and social inequalities, may demonstrate heightened concern and knowledgeregarding environmental and social sustainability. Their higher scores on SDGs related toenergy, oceans, terrestrial ecosystems, and institutional frameworks could reflect this exposureand concern. The slightly higher scores of Generation Y on SDGs related to hunger, economicgrowth, and infrastructure could potentially be attributed to their entry into the

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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Diversity

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International Division (INTL)

, lifelong learning, collaboration, innovation, and reflective practice. This model uses detailed rubrics and constructive feedback to ensure students are well-prepared for a globalized engineering profession.• To improve the paper with more rigorous research, I would expand this to a mixed-methods study by incorporating quantitative and qualitative questionnaires and case-study interviews. I would expand the comparative analysis with control groups and the population of students participating in a student. This will provide a more robust and nuanced analysis of engineering students' perceptions and preparedness for globalization.• I would incorporate validated prompts. I would expand the questions to incorporate existing

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Roger V. Gonzalez P.E., University of Texas at El Paso; Peter Golding, University of Texas at El Paso

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International Division (INTL)

higherrates of further study, sustained employment, and higher earnings [10].Comparison of Student ExperiencesEntry Requirements and Admission ProcessesEntry requirements and admission processes differ, reflecting the distinct educational pathwaysin each country [11], [12].UK: • A-Level Exams: Students complete A-level exams following secondary school, focusing on subjects specific to their intended university course. • UCAS Application: Applications are submitted through the centralized UCAS system, allowing students to apply to up to five courses at different universities. • Emphasis on Specialization: Students are expected to have a clear understanding of their chosen field before entering university, limiting

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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Diversity

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International Division (INTL)

—aligning with Kazakhstan’s focus on innovation-driven leadership. TheMEM cohort’s diversity (primarily professionals from mechanical, civil, and electrical engineeringsectors) ensured a representative sample of future industry leaders.Demographic analysis indicates that participants were primarily from engineering disciplines,reflecting Kazakhstan’s emphasis on technical innovation (Table 2 & Table 3).Table 2: Participant Demographics Table 3: Academic Background of Participants Gender Count Field of study Count Male 22 Engineering 40 Female 29 Science 4 Non

Conference Session

International Division (INTL): Inclusive Global Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marta Perez Vidal-Ribas, Virginia Polytechnic Institute and State University; Mohammed Seyam, Virginia Polytechnic Institute and State University

Tagged Divisions

International Division (INTL)

and language exchanges facilitated. For example, a long-term program with alanguage exchange would benefit from language-based technologies, such as language learningapps, while short-term cultural exchanges could benefit from voice recorders or other self-reflection tools. The use of technology in traditional study abroad has paved the way for a morenovel pedagogical approach: virtual exchange.IV. Virtual ExchangeVirtual Exchange has been around since the internet started in the 1990s but has exponentiallygrown since the Coronavirus pandemic. Because virtual exchange is a multifaceted concept, manyexperts have developed definitions of what it entails: • “An alternative form of student exchange that delivers the same benefits of

Conference Session

International Division (INTL): Case Studies and Trends

Collection

2025 ASEE Annual Conference & Exposition

Authors

Edris Ebrahimzadeh P.E., University of South Alabama

Tagged Divisions

International Division (INTL)

Assessment – three interdisciplinary programming projects.Rather than relying solely on final grades, we examined project-based assessments as a proxy forcritical thinking development. While direct critical thinking evaluations were not conducted,student reflections and instructor observations indicated improved problem-solving engagement.Future iterations will incorporate validated assessment tools such as pre/post-tests or structuredrubrics for critical thinking evaluation. 3. Sample Course ExercisesSeveral exercises are taught in the class to demonstrate and stress the importance of engineeringproblem solving integrated with object-oriented features of C++. Some of them are

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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Diversity

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International Division (INTL)

rated homework to be at a higher level of importance than the students at the U.S.institution. This may be explained through the difference in the structure of the homeworkassignments. At the U.S. institution, the assignments focused more on traditional numerical 9based physics problems, while the faculty at the overseas institution modified the homeworkassignments during the first term to be more reflective of the product development process inindustry where students were required to present including a project kick-off, design review,progress reports, etc. The purpose was for students to get a more applicable experience of how aproduct would be