Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Kaitlin Litchfield, University of Colorado, Boulder; Amy Javernick-Will, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Topics

Student Development

, and engineering,(b) an ability to design and conduct experiments, as well as to analyze and interpret data,(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such aseconomic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability,(d) an ability to function on multidisciplinary teams,(e) an ability to identify, formulate, and solve engineering problems,(f) an understanding of professional and ethical responsibility,(g) an ability to communicate effectively,(h) the broad education necessary to understand the impact of engineering solutions in a global & societal context,(i) a recognition of the need for, and ability to engage in, lifelong

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Souhail Elhouar, Bradley University; Amir W Al-Khafaji, Bradley University

Tagged Topics

Student Development

diversity and the role of leadership.Bhattacharyya1 proposes that civil engineers deal with the public and relate to people as apolitical body thus the use of the term civil. Bhattacharyya1 states that civil engineers havedeveloped the greatest cities in the world and that they must be aware of the different cultures.Bhattacharyya1 also emphasizes the role of ethics as a means to promote public welfare.The issue of ethics is of a great importance to engineers and constructors and it is even a biggerof a challenge to those who wish to be involved in international projects. This is becauseethically acceptable behavior can mean different things in different cultures. Furthermore, evenwhen people agree that a certain behavior may be construed as

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

David DiBiasio, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute; Natalie A Mello, The Forum on Education Abroad

Tagged Topics

Student Development

Outcomes3 (The rating scale is 1=poor, 3=acceptable, to 5=excellent) Desired Accreditation Outcome On-Campus Off-Campus Multidisciplinary team and topic 2.91 4.14 Evidence of ability to engage in life-long 2.99 4.14 learning Understand impact of engineering on society 2.45 3.33 Knowledge of contemporary issues 3.06 3.68 Understanding of professional and ethical 2.17 2.79 responsibility Figure 1 illustrates that overall project quality for global projects significantly exceeds that for on-campus

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Junichiro Kono, Rice University; Shane M Curtis, University of Tulsa

Tagged Topics

Student Development

ethical and responsible research.3.2 MethodsNanoJapan participants in Summers 2012 and 2013 and RQI REU students in Summer 2013completed pre- and post-program assessments using the Georgia Institute of TechnologyInternational Internship (GITII) survey, a valid and reliable instrument developed to assess students’general knowledge, abilities, and skills related to technical internships. The instrument wasdeveloped by the Georgia Tech Office of Assessment and uses an externally validated General Self-Efficacy Scale to assess an individual’s ability to cope with stressful life events.30 We selected thisinstrument as one of the assessment tools for NanoJapan because it is specific to technicalinternships and allows comparison with a referent group of

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Arnold Neville Pears, Uppsala University; Mats Daniels, Uppsala University; Åsa Sofia Cajander

Tagged Topics

Student Development

 agreement  from  perspectives  such  as  ethics,  sustainable  development,  work  environment,  economy  and  usefulness.  It  is  also  a  learning  objective  that  the  students  should  be  able  to  evaluate  and  analyze  their  own  abilities  and  competencies  regarding  working  in  an  intercultural  and  distributed  project,  as  well  as  develop  strategies  that  lead  to  lifelong  learning.  The  focus  on  competencies  suitable  for  a  global  engineer  is  thus  more  explicit  than  in  the  Runestone  course.   Page 20.24.5