Conference Session

Concurrent Paper Tracks Session II - Courses II

Collection

2017 ASEE International Forum

Authors

Immanuel Edinbarough P.E., University of Texas, Rio Grande Valley; Adriana Olvera, University of Texas Rio Grande Valley

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Main Forum (Podium Presentation)

through Capstone Engineering ProjectsAbstractCapstone engineering projects are essential to demonstrate engineering graduates’ industry-readiness; however, in a bi-national region, international preparedness is becoming an essentialrequirement for engineering graduates. This paper describes the process of collaborative learningresultant of a cross-border capstone engineering project in an effort to create an undergraduateresearch network towards a cross-border learning environment in the Rio Grande Valley.BackgroundThe Rio Grande Valley (RGV) in southeast Texas and the north east of Tamaulipas, Mexico is aregion known as one of the fastest growing metropolitan areas of the world, holding a regionalpopulation of over 3.5

Conference Session

Concurrent Paper Tracks Session II - Courses II

Collection

2017 ASEE International Forum

Authors

Kevin Kochersberger, Virginia Polytechnic Institute and State University; Ashley R Taylor, Virginia Polytechnic Institute and State University; Christopher Kappes, Virginia Tech

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2017 ASEE International Forum:Columbus , Ohio Jun 28 Paper ID #20793International Humanitarian Capstone Design Project Option: a Model forSuccessDr. Kevin Kochersberger, Virginia Polytechnic Institute and State University Dr. Kochersberger has been an Associate Professor of Mechanical Engineering at Virginia Tech since 2011, teaching and leading new developments in the ME capstone senior design course as well as advising graduate student research in unmanned systems. He introduced an industry-sponsored model for capstone design with a favorable IP policy, established a

Conference Session

Concurrent Paper Tracks Session II - Courses II

Collection

2017 ASEE International Forum

Authors

Randal T Abler, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Talis Juhna, Riga Technical University; Hale Kim, Inha University; Stephen Marshall P.E., University of Strathclyde; Mauricio Pardo, Universidad del Norte; Julie Sonnenberg-Klein, Georgia Institute of Technology; Winston Spencer Percybrooks, Universidad del Norte

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departments.Background & Implementation: In order to contribute to the development of new industries bycultivating talent equipped with integrative capability suitable for quickly changing societaltrends, Inha established the VIP program. The VIP program can be considered a capstone designcourse having the features of 1) project-based learning, 2) team-based learning, 3) multi-disciplinary learning, and 4) multi-semester learning. In each VIP project, students make teamsconsisting of multi-disciplinary and multi-year students, and carry out a specific research projectguided by a professor. During the class, the professor’s lectures are minimized; instead, theinteractions of students with the professor, graduate mentors, and industrial experts are

Conference Session

Concurrent Paper Tracks Session II - Curriculum II

Collection

2017 ASEE International Forum

Authors

U. P. Kahangamage, The Hong Kong Polytechnic University; Randolph C. K. Leung, The Hong Kong Polytechnic University; Gloria S.L Cheung, The Hong Kong Polytechnic University; Alan S. L. Kwok

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curriculums; Coremechanical engineering ‘knowledge-building subjects’ such as mathematics, engineeringmechanics, thermodynamics, mechanics of materials and ‘Knowledge-integration subjects’such as engineering design, capstone project. The basic objective of knowledge-buildingsubjects is to gradually develop discipline specific knowledge while knowledge-integrationsubjects focused more on students’ all-round abilities and workplace skill development.The Mechanical Engineering programme in HKPolyU-ME admits students to its BEng(Hons)in Mechanical Engineering programme through 2 major routes; (1) direct admission to year 1based on Hong Kong Diploma of Secondary Education (HKDSE) results (4 years in theuniversity – HKDSE intake) and (2) the Senior Year

Conference Session

Concurrent Paper Tracks Session I - Courses I

Collection

2017 ASEE International Forum

Authors

Immanuel Edinbarough P.E., University of Texas, Rio Grande Valley; Adriana Olvera, University of Texas Rio Grande Valley; Anabel Pineda-Briseño, Tecnológico Nacional de México/Instituto Tecnológico de Matamoros

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has operated tirelessly in its national visionto “be one of the fundamental pillars of sustainable and equitable development of thenation”5. In order to accomplish this goal, the institutional mission explores and implementpioneering paths to provide high-quality technological education services with nationalcoverage, relevant and equitable, which contributes to the creation of a just and humanesociety, with a perspective of sustainability.Towards effective and strong cross-border collaboration: a capstone projectCapstone projects have been identified as a significant element for engineering education;during the development of the project, the engineering students get the opportunity toresearch possible solutions to an actual problem, working

Conference Session

Concurrent Paper Tracks Session I - Courses I

Collection

2017 ASEE International Forum

Authors

Michael McInerney, Rose-Hulman Institute of Technology; Azad Siahmakoun, Rose-Hulman Institute of Technology; Wonjong Joo P.E., Seoul National University of Science and Technology

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president of Korea Association of Innovation Center for Engineering Education for 2009-2012 and 2016-2017. His role in ABEEK was to lead the Committee of Criteria of Accrediting Engineering Programs. His role in ICEE is to coordinate 60s ICEE universities for sharing the outcomes of the ICEE project. He graduated from Mechanical Engineering Departments of Seoul National University (BS), KAIST (MS), and University of Illinois at Chicago (Ph.D) and his research area includes interferometric measurements, automatic fringe pattern analysis, and vision inspections. c American Society for Engineering Education, 2017 International Collaborative Dual MS Degree ProgramRose-Hulman Institute of

Conference Session

Concurrent Paper Tracks Session II - Study Abroad

Collection

2017 ASEE International Forum

Authors

Phillip A Mlsna, Northern Arizona University; Fang Cheng, Chongqing University of Posts and Telecommunications; David R. Scott, Northern Arizona University; Jie Yang, Northern Arizona University; Guoquan Li, Chongqing University of Posts and Telecommunications; Xi Zhou, Northern Arizona University

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Main Forum (Podium Presentation)

–A Summary of a Focused Visit in 2010,”American Society for Engineering Education, 2011. [10] Y. Rong, “Ten Year Experience of Global Capstone Design Projects in China,” ASEE International Forum,Seattle, WA, 2015. [11] E. J. Sandell, “Impact of International Education Experiences on the Undergraduate Students,” Delta KappaGamma Bulletin, 73(4): 12–39, 2007. [12] S. I. Segalewitz, “Seven Years of Success in Implementation of a 3+1 Transfer Program in EngineeringTechnology Between Universities in China and the United States,” 2013 ASEE Annual Conference & Exposition,Atlanta, GA. [13] I. Smith, L. Thenault, and Y. Zhang, “Realising student potential through a truly international experience: Thecollaborative programme in civil engineering

Conference Session

Concurrent Paper Tracks Session I - Curriculum I

Collection

2017 ASEE International Forum

Authors

Amitabha Bandyopadhyay, State University of New York, Farmingdale

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Main Forum (Podium Presentation)

Measure?They actually do not measure students’ outcomes directly. What they measure for a particularoutcome is performance criteria related to that outcome. Degree of attainment based on students’level of performance on performance criteria.When Do They Measure?All or most courses should be mapped with the students’ outcomes. Also, most outcomes needto be measured at multiple points or at multiple embedded courses. Most of these points ofmeasurement should be at the upper level courses, when students would have enough time tomaster the outcome. If there are sequences of courses on a subfield, the embedded assessmentshould be done at the terminal course. For that reason many of the outcomes could be assessedat a capstone course.How Often Do They