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

Director of WPI’s Washington DC Project Center. He was secretary/treasurer of the new Education Division of AIChE. In 2009 he was awarded the rank of Fellow in the ASEE, and in 2013 was awarded the rank of Fellow in AIChE. c American Society for Engineering Education, 2014 Reaching Beyond Engineering to Achieve Best Practice in Global LearningIntroduction Certainly we all realize that our graduates need to function effectively in a globalmarketplace and will address complex engineering challenges that cannot be solved bytechnology alone. Our students must understand engineering practice in a global/societal contextand know how to solve problems that involve political

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

indicatethat being active within an EWB-like organization may be an important factor in achieving thesespecific learning outcomes through an EWB-like organization. Table 2: Results from Mann-Whitney U tests of comparisons for active vs. non-active respondents (p-values) Learning Outcome EWB-likea Non-EWB-likea Technical Skills 0.194 0.689 a: Apply knowledge 0.903 0.974 b: Experiments & data 0.127 0.348 e: Solve problems 0.045** 0.812 k

Conference Session

Track 1 - Session 2

Collection

2014 ASEE International Forum

Authors

Achille Messac, Mississippi State University; James N Warnock, Mississippi State University; Masoud Rais-Rohani, Mississippi State University

Tagged Topics

Curriculum and Lab Development

the early 1990’s andresponded most notably through Boeing’s list of “Desired Attributes of an Engineer” 1. ABETresponded to the needs of industry and, in 1996, the Engineering Accreditation Commissionapproved the student learning outcomes for the Engineering Criteria 2000. The eleven studentoutcomes, commonly referred to as “a thru k”, are comprised of six technical skills and fiveprofessional skills 2. The National Academy of Engineering developed a similar list of attributesfor engineers that included additional skills such as leadership and creativity3. Thus, the 21stcentury engineer should be someone with a sound understanding of engineering fundamentals,have a systems approach to engineering design and problem solving, a natural

Conference Session

Track 1 - Session 2

Collection

2014 ASEE International Forum

Authors

Henry Griffith, Wright State University; Riad Ajami, Director, Center for Global Business, WSU; Angela Griffith

Tagged Topics

Curriculum and Lab Development

/edfpWoolley, M. E., Rose, R. A., Orthner, D. K., Akos, P. T., & Jones-Sanpei, H. (2013). Advancing academic achievement through career relevance in the middle grades A longitudinal evaluation of CareerStart. American Educational Research Journal, 50(6), 1309-1335. Page 20.11.17

Conference Session

Track 1 - Session 2

Collection

2014 ASEE International Forum

Authors

Shankar Muthu Krishnan, Wentworth Institute of Technology

Tagged Topics

Curriculum and Lab Development

students. For sustainedsuccess at the international level, it is essential that a suitable model must be selected to blend withthe mission of the overall training program at the academic institution.Keywords— BME Cooperative Education, Experiential Learning Models, Hospital InternshipIntroductionStudents tend to understand and master professional concepts and skills more effectively throughpractical experience than through exclusively classroom-based learning. Literature on engineeringeducation often pays scant attention to the importance of cooperative education and experientiallearning [1]. The integration of formal on-campus academic training with cooperative learningmodules provides students with both exposure to professional experience and a

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

) programs funded by the NSF – the NanoJapan: International REU (IREU)Program and the Rice Quantum Institute (RQI) REU at Rice University. NanoJapan is a twelve-week IREU program through which twelve freshman and sophomore physics and engineeringstudents complete cutting-edge research internships in the diverse fields of nanoscience andnanoengineering in laboratories at some of the best Japanese universities. The RQI REU is a ten-week domestic program in which twelve sophomore and junior students complete researchinternships with faculty at Rice University on quantum phenomena in atomic, molecular, solid-state,chemical, and biological systems. Our research identifies dimensions in which the IREU, as distinctfrom a domestic experience, may affect