Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Jean N. Koster, University of Colorado, Boulder

Tagged Topics

Student and Curriculum Development

semester began first, with Colorado’s a close second,and Germany starting third in mid-October. Figure 1 shows a simplified schedule as well as eachUniversity’s semester dates and overlap.The overall project schedule was based on the University of Colorado’s Senior Design Coursetimeline, which encompasses an entire project experience over the span of 2 semesters. Theproject is divided into two phases, in sync with the CU semester schedule. The first semester, orphase of the project course, is focused entirely on design, analysis, and prototyping. The secondphase of the project encompasses the manufacturing, integration, and testing aspects. Eachcomponent must be manufactured, tested at a subsystem level, integrated to the system level, andtested

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Ashley Ater Kranov, ABET, Inc.; Rochelle Letrice Williams, ABET; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology

Tagged Topics

Student and Curriculum Development

area of interest23 . A collective casestudy, which we propose, is to study a number of cases to inquire into potential variations ofseemingly similar phenomenon22 . Using a descriptive collective case-study methodology willallow the investigators to understand and examine the contexts in which parallel performancetasks are implemented in three distinct sites and four distinct course-type settings (Table 3).DesignIn order to maximize what can be learned and to provide an adequate number of cases for acollective case study, we used purposeful sampling at three levels: 1) institution/program, 2)level of course in the curriculum and 3) instructor/course-type. When conducting purposefulmulti-site sampling, it’s important to select sites that are

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Abdel F. Isakovic, Khalifa University of Science, Technology and Research; Szu Szu F Ling, Khalifa University of Science, Technology and Research; Selwa Mokhtar Boularaoui, Khalifa University of Science, Technology & Research; Sara Bashir Timraz; Mualla Kara

Tagged Topics

Student and Curriculum Development

academic workforce requires adequate laboratory skills and experience level;c. A more specific requirement that resonates with the global competency of KU engineering graduates originates in the undergraduate engineering curriculum requirement dictated by the UAE Ministry of Higher Education, which states that, at the end of the junior year, every student must take an outside-the-university internship position related to her/his major (such as a hospital laboratory intern for biomedical engineering majors, or a software troubleshooting intern position as a computer engineering major, etc.);d. Lastly, despite the significant local-specific start-up parameters and constraints, the demographics of the UAE (a Gulf nation inhabited by 20

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Megan Elizabeth Sharp, IUPUI School of Engineering and Technology; Alison L. Stevenson, Indiana University-Purdue University Indianapolis

Tagged Topics

Student and Curriculum Development

Page 21.18.2Engineering and Technology, we have historically had difficulties engaging students in studyabroad opportunities. Having a curriculum that is structured to provide background on a topic,geographic region, and culture - before the study abroad opportunity is addressed - will hopefullyencourage student engagement.In the School of Engineering and Technology, approximately 7% of students are non-residentinternational students. Our curriculum provides our local students with an opportunity toenhance their experience at IUPUI by working together with the international student population– both groups of students will benefit from working together and learning from each other’sdifferences.Justification“Business is increasingly conducted in

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Brent K Jesiek, Purdue University, West Lafayette; Qin Zhu, Purdue University; Julia D Thompson, Purdue University, West Lafayette; Andrea Mazzurco, Purdue University, West Lafayette; Sang Eun Woo, Purdue University

Tagged Topics

Student and Curriculum Development

in their careers.2-7These and many other reports and studies have also addressed questions about what specifickinds of attributes are important for the so-called “global engineer.” For example, one forward-looking NRC report published in 1999 outlined a “global engineering skill set” with four mainitems: “(1) language and cultural skills, (2) teamwork and group dynamic skills, (3) knowledgeof the business and engineering cultures of counterpart countries, and (4) knowledge ofinternational variations in engineering education and practice.”3 Many other authors and groupshave since compiled or created their own partially unique lists of attributes, and other efforts ofthis type are ongoing.9-22 Accreditation guidelines and curriculum reports