Conference Session

Track 2 - Session 1

Collection

2014 ASEE International Forum

Authors

Kerrie L. Schattler, Bradley University; Amir W Al-Khafaji, Bradley University

Tagged Topics

Faculty Development

students.For the United Kingdom/France GEP, a three credit hour course, CE 492: Assessment ofInternational Transportation Systems, was developed and taught, which included the followingtopics: Transportation systems and modes; Transportation system issues and challenges;Roadway safety management including case studies form Sweden, Germany, the Netherlandsand the United Kingdom; Transportation planning and policies; Intelligent TransportationSystems with applications from the US and Japan; Public Private Partnerships, Engineeringeconomics; Transit operations/Mass transit systems with comparisons of systems in the US and Page 20.17.6UK; Airport design and

Conference Session

Track 2 - Session 1

Collection

2014 ASEE International Forum

Authors

Krishnanand Y Maillacheruvu, Bradley University; Amir W Al-Khafaji, Bradley University

Tagged Topics

Faculty Development

during the summer. In this paper, two GEPexperiences are presented: one in Scandinavia and one in Egypt-Jordan. The authors agree withMintz et al.2 who noted that participatory and active learning experiences were the mostsignificant learning experiences in a study to educate engineers in addressing global societalproblems. In fact, participatory and active learning experiences have been emphasized in theGEP since its inception.3.1 The Scandinavian ExperienceBefore the first GEP to Scandinavia, pre-planning trips were undertaken to make appropriatecontacts with Copenhagen University and Danish Institute for Study Abroad (DIS) and to lay thegroundwork for delivery of the course and cultural experience. Issues of safety were paramountand access to

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Stephen Hundley, Indiana University Purdue University, Indianapolis; Lynn G Brown, The Boeing Company

Tagged Topics

Faculty Development

from CMC members, a totalof 20 competencies associated with the attributes of a global engineer emerged. These are:1. Demonstrates an understanding of engineering, science, and mathematics fundamentals2. Demonstrates an understanding of political, social, and economic perspectives3. Demonstrates an understanding of information technology, digital competency, and information literacy4. Demonstrates an understanding of stages/phases of product lifecycle (design, prototyping, testing, production, distribution channels, supplier management, etc.)5. Demonstrates an understanding of project planning, management, and the impacts of projects on various stakeholder groups (project team members, project sponsor, project client, end- users, etc

Conference Session

Track 2 - Session 1

Collection

2014 ASEE International Forum

Authors

Maria Nandadevi Cortes-Rodriguez, University of Maryland, Baltimore County; Renetta G. Tull, University of Maryland, Baltimore County; Miguel Alfonso Nino, Virginia Polytechnic and State University

Tagged Topics

Faculty Development

competence at work?• What kinds of things should one do to gain cultural/intercultural competence?2) Involving students in international conferences;In Focus Area 2, we have involved graduate students in projects in Central and South Americathrough the Latin and Caribbean Consortium of Engineering Institutions (LACCEI) and theWorld Engineering Education Forum (WEEF). Through these organizations, and throughconnections with the Student Platform for Engineering Education Development (World SPEED)and their Global Development Forum, our students have actively participated in meetings inPanama, Mexico, and Colombia. We are currently planning participation for the 2014 LACCEIconference in Ecuador.3) Providing opportunities for graduate students to

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Phillip Albert Sanger, Purdue University, West Lafayette; Julia Ziyatdinova, Kazan National Research Technological University; Vasiliy Grigoryevich Ivanov, KAZAN NATIONAL RESEARCH TECHNOLOGICAL UNIVERSITY; Svetlana Vasilievna Barabanova, Kazan National Research Technological University

Tagged Topics

Faculty Development

achievement test at the end of the academic year includedgrammar, writing, and an oral lecture presentation in English. Out of the 50 faculty, 37persevered through the whole program and showed significant improvement in Englishproficiency. Information about this program spread around the university by word of mouth,and many more faculty members showed interest for the academic year 2012-13 with anenrollment of 170 faculty (out of 150 planned) and 15 study groups. After one semester, theprogram has achieved 100% retention with all members still attending the courses.This paper describes the program created at Kazan National Research TechnologicalUniversity to improve the English language skills of their faculty and will focus on analyzingthe academic

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Mohammad Kamal Hossain, Tuskegee University; Stacy Benjamin, Northwestern University; Kwanju Kim, Hongik University; Manuel Löwer, RWTH Aachen University; Pradosh K. Ray, Tuskegee University

Tagged Topics

Faculty Development

project. Each teamwas charged to define the specifications for their own project that is compatible to the guidelinesset by the PACE Program.The biggest challenge was in forming a team across various time zones at the beginning of aproject. We managed our large team (29 undergraduate students and 5 faculty members) quitesuccessfully using the SMART - Specific, Measurable, Attainable, Realistic, and Timely-methodology of George T. Doran to evaluate our strategic plans and project milestones.We divided our team into eight groups comprising 4-5 members, having at least one industrialdesign and one industrial engineering student in each group. We elected a group leader for eachdevelopment area to help stay focused on the goals. Every two months, each

Conference Session

Track 2 - Session 1

Collection

2014 ASEE International Forum

Authors

Ibrahim Ali Olwi, King Abdulaziz University

Tagged Topics

Faculty Development

, during the last three semesters, it was consciously planned to have a storyevery class. At the end of each semester, a survey was conducted to assess the methodologyemployed. A total of eight sections were surveyed over the three semesters. The surveyaddressed the idea and its implementation through a detailed questionnaire of ten items.Recently, the gender effect was also examined as there were two sections of female students, andtwo sections of male students this past semester. Page 20.36.3Sources of storiesFaculty members should acquire a treasure of cases and stories. The sources for attaining theminclude, but are not limited to

Conference Session

Track 2 - Session 1

Collection

2014 ASEE International Forum

Authors

Svetlana Vasilievna Barabanova, Kazan National Research Technological University; Vasiliy Ivanov, Kazan National Research Technological University; Mansur Galikhanov, Kazan National research Technological University; Alina Guzhova, Kazan National Reserch Technological University

Tagged Topics

Faculty Development

the planned implementation ofnew training programs for the engineering staff, and started to develop is the necessary training andmethodological materials.Prepared are the proposals for the development of similar regional program in the Republic ofTatarstan for the participation of enterprises and organizations in the petrochemical cluster.In the process of implementation of the program some problems were revealed:1. Although the competition was held in March, and financial resources for the implementation ofthe Program were received in a timely manner, the particularity of the operational mode of aneducational institution with its summer vacation period allows enterprises to starting training onlyin September. Accordingly, the internships

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Anna Friesel, Technical University of Denmark Ballerup Campus; Denis GENON-CATALOT, Grenoble Alpes University; Jean-Marc THIRIET, • Univ. Grenoble Alpes; CNRS, GIPSA-lab, F-38402 Grenoble; Michael Helmut Werner DUPE Hoffmann, Inst. of Microwave Techniques, University of Ulm, Germany

Tagged Topics

Faculty Development

, skills, and competences, and todevelop better behavioural practices that will be of use to them in the planning, establishmentand subsequent running of their own business. The objective of the ELLEIEC project was toestablish the framework for the VCE, to create a small number of modules and undertakeexperiments to assess its effectiveness.The VCE offers three modes of study by which learners can develop their enterprise knowledge,skills, and competences:1. Mentor supported learning in which a student completes a module with the support of a mentor who may or may not be in the student’s institution. The mentor also undertakes the assessment of, skills, and competences at the end of the module.2. Self-study modules individuals can take at

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Danielle Marie Dowling, Tufts Center for Engineering Education and Outreach; Morgan M Hynes, Arizona State University

Tagged Topics

Faculty Development

thebenefits of our classroom communication system. In the fall of 2011, we started the first leg ofour project by collecting data from our Design Team members. Informed by an analysis ofinterviews with and observations of our teachers, we formulated a set of design principles thatcalled for technology that (1) could use existing resources within any classroom environment,thus minimizing its technological footprint, (2) would make students’ thoughts readily visible sothat they could engage in discussion and collective knowledge building, and (3) would helpteachers focus on student thinking. The result was the “Thought Cloud,” a Web-based platformthat aggregates and shares students’ ideas. Before class, a teacher constructs a lesson plan, ormodule