Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Eck Doerry, Northern Arizona University; Harvey Charles, Northern Arizona University

Tagged Topics

Student Development

framework for internationalization uniformly spanning all engineering, math and natural science disciplines at NAU.Dr. Harvey Charles, Northern Arizona University Dr. Harvey Charles is Vice Provost for International Education at Northern Arizona University. He pro- vides institutional leadership on strategic planning around global education, helps to facilitate global learning opportunities for students, supports faculty development opportunities through international teaching and research, and consults with colleges and universities on curriculum and campus interna- tionalization Page 21.29.1

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Patrick D Ulrich, Harvard School of Engineering and Applied Sciences; Chad D Vecitis; Jason Dyett, Harvard University, DRCLAS; Monica F A Porto, USP

Tagged Topics

Student Development

collaborations. To help meet these goals, Harvard and USP participants were fullyintegrated in the classroom, on field visits, in hotels, and throughout their social interactions.Participants were encouraged to experience the culture of the destination cities during the freetime and organized group outings. Additionally, students were given information about potentialfunding opportunities for international internships and were encouraged to talk with facultymembers about their academic and career goals.Course planning and pre-departure preparationsIn order to plan an effective course that encompassed these comprehensive goals, a long-termcollaborative effort by a dedicated team of faculty and staff members from the three sponsoringinstitutions was

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

33countries that were represented at ICIC and the locations of the local committees. Page 20.29.4 Figure 1. ICIC Countries and Local Committees ( )This arrangement provided numerous settings that linked diverse groups before, during and afterthe conference. The local planning committees then merged for a big planning meeting inChicago, IL to work out the final details of the conference. This event in itself is of greatimportance as it created unparalleled opportunities for participants, most of whom are decisionmakers, to network and discuss important issues. Throughout history, business, educational, andcultural exchanges

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Morgan M. Bakies, University of Illinois at Urbana-Champaign; Karen Seliah Lamb, University of Illinois, Urbana-Champaign

Tagged Topics

Student Development

States JuniorEnterprise was founded at UIUC to provide experiential and entrepreneurial education forengineering students through consulting projects with local start-up companies, non-profitorganizations and UIUC. This paper summarizes the history of Junior Enterprise abroad anddetails a single case study of the implementation and integration of JE at UIUC, including thecurrent state and the future plans of the Junior Enterprise movement in the United States, andoffers best practices and recommendations for other institutions.The Junior Enterprise movement originated in 1967 in France. It has fostered experientialeducation in over 20 countries for almost 50 years. Currently, JE is active in 14 Europeancountries with over 280 Junior Enterprises

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Pradeep Kashinath Waychal, Pune Innovation Centre; Ayano OHSAKI P.E.

Tagged Topics

Student Development

-finance the cost of the experience and thedetails thereof. We have presented their responses in figure 3. Five of the Indian students and allthe three visiting Japanese students indicated their willingness. Each of them gave differentlimits; an Indian student said that he will not have any limits. Two of the Indian students wantedto consult their parents to comment on the limit. We agree that the answers would be highlyinfluenced by the financial situation of individuals and wanted to just get an indication of theextent of the benefits that they have received and collect information for planning of the nextiteration of the program. Since the cost of faculty involvement was borne by the project, we didnot ask them this question. 9 8 7 6 5

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Christie Ritter, The University of Colorado at Boulder; Alan Rolf Mickelson, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jared Leventhal, University of Colorado at Boulder; David Espinoza, University of Colorado at Boulder

Tagged Topics

Student Development

to buyer, and that farmers could potentiallymake more income than they currently do. Looking at the intersection of telecommunications and economy, it became an objectiveof the team to understand how telecommunications technology could be used to transferinformation about the market to stakeholders. As a result, the farmers would have moreinformation available to them about what their crops are worth, and boat operators ortransporters could plan more organized routes to save gas and completely fill up their boats witheach trip. The Rural Trade Communications venture is under development by the NapoNet team toaddress this disparity. Using the wireless network and smartphone technology, the farmers canbe put in contact with the

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

Paper ID #11040Why Invest in International Research Experiences for Undergraduates?: In-tercultural Maturity in Domestic and International REU ParticipantsDr. Cheryl Matherly, The University of Tulsa Dr. Cheryl Matherly is Vice Provost for Global Education at The University of Tulsa, where she has responsibility for the strategic leadership of the university’s plan for comprehensive internationalization. Dr. Matherly’ directs the NanoJapan program, funded by the National Science Foundation in order to expand international research opportunities for students in STEM fields. She is the recipient of two Fulbright grants for

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Megan Mercedes Echevarria, International Engineering Program, University of Rhode Island; Sigrid -- Berka, University of Rhode Island

Tagged Topics

Student Development

partners inChile and Spain follow, the start dates of the internships have varied: one student was able tobegin in February, while the other two began in early March.In all cases, we carefully matched the students’ internship projects with their engineering majorin order to maximize the integrated learning outcomes of their cultural, linguistic as well astechnical hands-on experience. For example, one student in biomedical engineering has long-term plans to study medicine. As a result, his primary interest for his internship placement wasclinical. One of his major responsibilities in his internship at a medical devices company is towork with the medical professionals who are using those devices in clinical settings. Anelectrical engineering

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Maya A Trotz, University of South Florida; Joniqua Howard, University of Texas Arlington; Ken Darrie Thomas, Auburn University, Biosystems Engineering & The Honors College; Helen Muga, University of Mount Union; Jeanese Christine Badenock, University of the West Indies, Cave Hill; Sheena A Francis, University of Technology, Jamaica 235 Old Hope Rd Kgn 6. Jamaica

Tagged Topics

Student Development

,  most  were  in  their  final  semester  and  had  taken  a  Waste  Management  course  that  focused   on   composting.   The   mentor   was   aware   of   the   challenge   and   had   incorporated   it   into   his   course  plan   that   semester.   In   order   to   provide   an   integrated   classroom   experience   for   the   biosystems   students  a  two  week  case  study  was  structured  to  incorporate  team  work,  geospatial  techniques  with  use  of  ESRI  ArcGIS   software   and   some   cultural   and   social   studies   of   Belize.      Table  2:  Sustainability  challenge,  proposed  solution,  and  partner  information  for  composting

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

possible plan for recycling inthe historic center of Venice. All garbage and recycling is collected by boat on a daily basis. Theproject involved a complex consideration of politics, economics, technology, logistics, andpeople issues. Garbage and recycling collection boats have different designs, and there exist acomplex set of traffic patterns for collection, many of which were based on historical reasonsrather than logic and most of which result in unnecessary boat trips. In addition to theengineering issues, recycling was not generally adhered to so addressing incentives andeducation was critical. The result was a plan that would allow for significant decreases in trashthat needs processing while collecting much more recycling material without

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Pradeep Kashinath Waychal, Pune Innovation Centre; Gautam Akiwate, University of California, San Diego; Ayano OHSAKI P.E., nnovation Center for Engineering Education, Tottori University

Tagged Topics

Student Development

different cultures.We administered the egoless instrument on a set of Indian and Japanese students. Both the sets haveshowed similar behavior in the egoless space. The coding-related behavior is poorer than generalbehavior in case of both the Indian and Japanese students. The Japanese students have used relativelybroader range than the Indian students. While there are many syntactical differences like language, food;there seem to be many semantic similarities like work ethos, family and work values between the twocultures.The measure can be validated with the help of peer assessment. Further, we can create egoless index ofteams based on the self and peer assessments. An appropriate action plan, including changes in theteam, can be prepared to

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Robert O. Warrington Jr., Michigan Technological University; Madelyn Marie Espinosa, Michigan Technological University - Pavlis Institute; Helena Keller, Michigan Technological University

Tagged Topics

Student Development

the program. Thisaspect of culture reinforced the role of Pavlis faculty members as “leaders” of the student group,and is one of the main reasons that Pavlis trips are designed to be student-led. If the faculty hadremained with the group for the duration of the international experience, students would havehad far fewer opportunities to develop their own skills as leaders because all questions involvingdecision-making and planning would have been directed towards the faculty members.As it was, Pavlis students did experience significant improvement to communication skills aftertheir international experiences. 80% of Pavlis alumni agreed or strongly agreed that Pavlisimproved their skills in verbal communication, while 65% said it improved their

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Edward J. Berger, University of Virginia; Reid Bailey, University of Virginia

Tagged Topics

Student Development

. GCOs 3(c) and 4(d)engage students in retaining "composure and equanimity when they don't have information tocope with uncertainty (tolerance for ambiguity)" and coping "with frustration, adversity, orchallenging circumstances (resilience)", both of which once again express the great challenges ofpracticing engineering in a global context. While the GCOs are written for the entire universityand all its disciplines, it is clear that many of them have a special resonance for engineeringeducation and practice.Pre-Departure Planning and the Beginning of the S.A. ExperienceThe student lifecycle for study abroad experiences at our university takes the following format.In brief, students are introduced to available programs via advertisements, flyers

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

 online  meetings  in  which  the  team  reports  on  progress.  Assessment  here  focuses  on  the  ability  of  the  team  to  plan  realistically  and  work  towards  reaching  the  milestones  they  have  defined.Problem  analysis  and  specification  documents  are  requested  early  in  the  project  and  critiqued,  they  also  form  the  foundation  of  part  of  the  final  team  grade.  Teams  are  asked  to  provide  an  implementation  timeline  in  the  form  of  a  Gantt  Chart,  in  which  the  major  sub-­project  dependencies  should  also  be  identified.  An  open  source  project  management  tool  (Redmine)  is  used  to  track  “billable  time”,  and  adjust  workflows  as  time  mis-­estimations  become  apparent  over  the