Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Kimberly Lau, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley; Sara L. Beckman, Haas School of Business

Tagged Topics

Student Development

collectively demonstrate all four learning styles in the design process. Figure 1: Kolb Learning Styles Figure 2: Learning Styles and the Design Process [4]In this paper, we attempt to understand the various populations that engage in design activities –designers, engineers and businesspeople – by performing international and disciplinarycomparisons of learning styles and comparing learning styles against demographic data, inparticular – gender. Page 21.26.3II. Survey Populations and MethodsOur data were gathered from a number of different populations, including both students andprofessionals (Table 1

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Robyne Bowering, Monash University

Tagged Topics

Invited - Student Development

ingraduates, can be enhanced through improved faculty teaching and learning methods. Thenew curricula should encourage deeper learning and understanding of context. They shouldcontain among other things: integrated experiential activities, interdisciplinary perspectives,addressing different learning styles and helping students to develop life-long learning skillsby assisting them to understand how they learn and provide a connectedness to the needs andissues of the broader community.[11-13]Service-learning is a pedagogical practice that deliberately integrates community serviceactivities with educational objectives. Students engage in meaningful learning throughapplied, active, project-based learning, drawing on multiple knowledge sources

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

the full breadth of the course's impact on them, both academically and personally.The GCOs defined by our University fall into five broad categories: knowledge anddevelopment of a global frame of reference; attitude toward cultural differences; attitude towardpersonal growth; skills concerning communication, adaptation, and interaction across cultures;action in seeking out opportunities for engagement. Each of these categories has specificlearning outcomes underneath them, as well as suggested evaluation strategies.This paper describes how each program was structured differently to address the GCOs, givingspecific instances of how these learning outcomes are targeted with course experiences and howthey are assessed. Assessment of student

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Teresa Restivo, University of Porto

Tagged Topics

Invited - Student Development

lecturing week students have to face subjects as: • Specific training on professional of non-technical skills: Writing in engineering Effective Communication Visual Communication Specific topics include ethics, plagiarism, quotation styles, etc. • Additionally, special initial training is also conveyed on: Campus' Information System Effective Learning The course also includes team work about a specific topic within the scope of the program the student was accepted in. Page 21.51.5 Fig 1 --- Students in theoretical classesThe communication is

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Ashley Ater Kranov, ABET, Inc.; Rochelle Letrice Williams, ABET; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology

Tagged Topics

Student and Curriculum Development

simultaneously. This method has been used across the college since 2006,resulting in a dedicated community of 40+ engineering faculty using direct assessment toevaluate the efficacy of their own programs, and to plan and implement improvement at bothcourse and program levels. The Engineering Professional Skills Assessment (EPSA) is the onlydirect method for teaching and measuring these skills simultaneously in the literature; thetechnical paper describing Year 1 implementation of the method won the 2008 ASEE BestOverall Conference Paper Award5 . Table 1.ABET Criterion 3 Professional Skills Student Learning Outcomes 3d Ability to Function on Multidisciplinary Teams 3f Understanding of Professional and Ethical Responsibility 3g Ability to Communicate

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Megan Elizabeth Sharp, IUPUI School of Engineering and Technology; Alison L. Stevenson, Indiana University-Purdue University Indianapolis

Tagged Topics

Student and Curriculum Development

experiences and explore ways to apply what they learn to theirown lives and communities at home. Guided group discussions will be used to help studentsshare their feelings and ideas and provide insights to one another periodically throughout thestay. Key among the group discussions will be those that take place following the stay, when thetwo groups meet to compare their unique experiences and upon re-entry when students willevaluate the experience as a whole and its impact on their own perspectives and future decisions.Both Global and LocalMany of the concepts presented throughout the Global Solutions curriculum are equallyapplicable to communities in the United States and many students may prefer to focus theirattentions closer to home. To

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Abdel F. Isakovic, Khalifa University of Science, Technology and Research; Szu Szu F Ling, Khalifa University of Science, Technology and Research; Selwa Mokhtar Boularaoui, Khalifa University of Science, Technology & Research; Sara Bashir Timraz; Mualla Kara

Tagged Topics

Student and Curriculum Development

small team on hiring the first twoclusters of up to six faculty members. In KUSTAR’s BME Department, opened in 2009 with the first undergraduate classgraduating in December 2013, we planned to provide students and faculty with a creative,student-centered, interactive-engagement-friendly teaching and learning environment. From theoutset, the BME standards, set by the Department’s founding Chairperson, Prof. StephenDeWeerth, of Georgia Institute of Technology, focused on the practical learning outcomes andtraining criteria that would satisfy:a. Local biomedical characterization needs, which would follow the research focii of the BME Department on metabolic disorders and augmentation of human performanceb. The requirements of the ABET

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Nimir Elbashir, Texas A&M University at Qatar; Hamid R. Parsaei P.E., Texas A&M University at Qatar; Elfatih E Elmalik, Texas A&M University at Qatar

Tagged Topics

Student and Curriculum Development

group has been able to work in accordance with the goals of Education Page 21.4.5 City, to provide teaching, research and community service. It has also acted in accordance with the overarching guidelines of the Qatar National Vision, aiding in both Human and Economic Development. Therefore, according to all criteria, the project has been a great success to prepare the university graduates for industry and graduate programs. The model of engaging undergraduate students in advancing GTL technologies and participate in the Fuel Characterization Lab confirm this outcome as almost 95% of the participated students (out

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Brent K Jesiek, Purdue University, West Lafayette; Qin Zhu, Purdue University; Julia D Thompson, Purdue University, West Lafayette; Andrea Mazzurco, Purdue University, West Lafayette; Sang Eun Woo, Purdue University

Tagged Topics

Student and Curriculum Development

Global Engineering Competencies and CasesWhether working on multi-national project teams, navigating geographically dispersed supplychains, or engaging customers and clients abroad, engineering graduates encounter worlds ofprofessional practice that are increasingly global in character. This new reality poses challengesfor engineering educators and employers, who are faced with the formidable task of preparingengineers to be more effective in diverse global contexts. In response, more global learningopportunities are being made available to engineering students, as reflected in gradual yet steadyincreases in the number of global engineering programs and participating students.1 Manycompanies are also offering professional development

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Lynette Frances Johns-Boast, Australian National University

Tagged Topics

Invited - Curriculum Development

Engineering Deans National Award for Engineering Education (High Commen- dation) and in 2007 she received the ”WICked Woman of the Year” award from the Canberra Women in Information and Communication (WIC) for her contribution to developing, encouraging and mentoring young women in industry and at university. Page 21.53.1 c American Society for Engineering Education, 2013 What effect does an academic’s concept of curriculum have on their engagement with its design and development?AbstractThe undergraduate curriculum is one of the most important products higher education

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Brett Tempest, University of North Carolina, Charlotte; Miguel Pando P.E., University of North Carolina, Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Michael Adam Hoff, UNC Charlotte

Tagged Topics

ASEE International Forum

engineeringstudents to travel and to participate in service projects centered on international development.The club grew rapidly in membership and established relationships with a university in Peru aswell as an Andean community near Cuzco, Peru. This community has twice been the destinationof ISC students during summer trips. Although student interest in the program has been highbecause of its social, adventure and altruistic components, undertaking it as a university entityrequires justification from a student development standpoint. There are many venues throughwhich young travelers might make overseas excursions and engage in community service,however, students participating through a university would be expected to develop knowledgeand skills in the

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Lueny Morell, Hewlett-Packard Corporation

Tagged Topics

ASEE International Forum

of universities worldwide andcontinues to expand. Students, industry and university leadership experiences in adopting thisprogram in their undergraduate curricula as well as through their continuous educationfunctions will be shared. Finally, the authors describe and share outcomes of other HPprograms for universities that can help universities to develop the global engineer.IntroductionUniversities and industry have different missions and goals in society. Both build theirsuccess on developing people and generating new ideas that have a positive impact onsocieties and economies. Both universities and industry generate and transfer knowledge,continuously educate and develop their people, but they often do so in silos, isolated fromeach

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

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 and societal context.It has been reported that students learn material better when learning takes place in a teamcontext3. Team-based learning facilitates the students to build team working skills, enhancecommunication skills, and develop positive interdependence and accountability4. Students alsolearn the social benefits from working in a group5-6. Most of the studies on team-based learningfound in the open literature are related to in a classroom-setting or in a multi-disciplinary teamenvironment within a single university.Persistent

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Dirk Schaefer P.E., Georgia Institute of Technology

Tagged Topics

Invited - Faculty Development

engineering education community can  Significant seed funding is needed to develop, administer and establish programs, take on the responsibility to lead this field of publish materials, advertise etc. professional development.  Increasing funds (internal and external) for teaching facilities and equipment.  Established teaching and learning centers  Providing time for faculty to take part in such programs. with engineering expertise may use their  Enhancing data demonstrating impact of faculty development in this area: ex; resources (faculty, staff, and

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Brad Rogers, Arizona State University, Polytechnic campus; Kiril D Hristovski, Arizona State University, Polytechnic campus; Nalini Chhetri, Global Institute of Sustainability, Arizona State University; Benjamin L. Ruddell, Arizona State University; Mark R Henderson, Arizona State University, Polytechnic campus; John H Takamura Jr, Arizona State University

Tagged Topics

Curriculum Development

Partnered to form a GlobalResolve satellite organization in Tolucca to work together on creating a sustainable in the adjacent barrio of San Antonio Buena Vista. • Aprotec Ghana o Co-developing local uses of sustainable materials for value-added exports and local construction materials. • Macedonian State University “Goce Delcev” o ASU undergraduate students are engaged in investigating the water resources and trends in Macedonia. • Bhagwan Mahaveer Viklang Sahayata Samiti (BMVSS) Jaipur, India o Along with MIT and Penn State evaluating the mechanical performance of the Jaipur foot prosthetic followed by design of an injection molding based manufacturing system • Universidad Católica Santa María La Antigua in

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Gisele Ragusa, University of Southern California; Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Larry J. Shuman, University of Pittsburgh; Lucia Howard

Tagged Topics

ASEE International Forum

research to long-standing global challenges such as epidemics, naturaldisasters and the search for alternative energy sources” 1. Hence, it is critical to investigate thevarious ways that engineering students can obtain these important engineering outcomes.Scholars and national commissions have also noted the impact of globalization and the need forcontinued U.S. economic leadership 2-4. One result, engineering educators are rethinking theskills that graduates will need to function effectively with their international counterparts. Toengineering educators this implies ABET’s set of eleven accreditation outcomes should alsoinclude the ability to work cross-culturally, especially on the international playing field 5, 6.While the engineering student

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Masakatsu Matsuishi, Kanazawa Institute of Technology; Hiroko Fudano, Kanazawa Institute of Technology; Jun Fudano, Kanazawa Institute of Technology; Scott Clark, Rose-Hulman Institute of Technology; Richard Eugene Stamper P.E., Rose-Hulman Institute of Technology

Tagged Topics

Curriculum Development

Engineer Education Program Conducted by Japanese & US UniversitiesAbstractThe Kanazawa Institute of Technology (KIT), Japan, and Rose-Hulman Institute of Technology(RHIT), USA, started international educational and research exchange activities in 1992. Sincethen, they have actively engaged in faculty and student exchange programs. However, these arebasically short-term, at most, one-year programs.In order to expand the international exchange activities further, the two institutions organized the“KIT-RHIT Joint Committee” in 2010. The committee members discussed the objectives andagreed that they should aim for developing a new scheme to foster global engineers together overa longer period of time. The new program, “Joint Global

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Muhammad H Rashid, University of West Florida

Tagged Topics

ASEE International Forum

statements that describe what graduates are expected to attain within a few years of graduation. Program educational objectives are based on the needs of the program’s constituencies.ABET also requires that the educational objectives must be published for an easy access to thepublic including students and stakeholders or constituents. The educational objectives must beconsistent with the mission of the institution, and the needs of the program’s variousconstituencies. There must be a documented and effective process, involving programconstituencies, for the periodic review and revision of these program educational objectives.The PEOs are broad statements of the accomplishments of graduates, not what they can do andtheir abilities. For examples

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Olga V Shipulina, Simon Fraser University

Tagged Topics

Invited - Curriculum Development

-reality concordance in Finnish and Swedish national assessments. Nordic Studies in Mathematics Education, 9(3), 1-38.6. Gerofsky, S. (1996). A linguistic and narrative view of word problems in mathematics education. For the Learning of Mathematics, 16(2), 36-45.7. Gravemeijer, K. (1997). Commentary solving word problems: a case of modelling? Learning and Instruction, 1(4), 389-397.8. Palm, T. (2008). Impact of authenticity on sense making in word problem solving. Educational Studies in Mathematics, 67(1), 37–58.9. Gerofsky, S. (2006). Communication: Simulation, Reality, and Mathematical Word Problems. For the Learning of Mathematics, 26(2), 30-32.10. Massara, F., Ancarani, F., Costabile, M., Moirano, M

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Brian Bielenberg, Petroleum Institute

Tagged Topics

ASEE International Forum

, Experience, and School18 summarizes much of this research. Chapters fromthis document served as another key piece of background reading at the beginning of our reformefforts. Evidenced-based concepts promoted include three core components that faculty areasked to consider when seeking to innovate classroom practices for impact. The first componentis the necessity of engaging students’ prior understandings. Traditional, lecture-basedapproaches to engineering education often view the instructor as the source of all knowledge,and students as the empty vessel into which this knowledge can be poured. The reality is that all Page 21.32.4students enter every

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

community on the survey’s preliminary findings. Thus, thenext section highlights findings-to-date, provides a brief discussion of the findings, and outlinesnext steps in this project.Summary of Key Findings-to-DateThe survey yielded 1,027 “usable case” respondents reflecting the following demographicprofile: 70% English; 30% non-English; responses received from all languages except French 80% Male; 20% Female 50% between ages of 40-60; balance over other age ranges 46% Academicians; 40% Practitioners; 10% Students; balance preferred not to answer Aerospace (17%); Computer Science (13%); and Electrical/Computer (13%) are largest Engineering Discipline response categories 64% reported having graduate-level Engineering degreeTop

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Thomas Lachlan Goldfinch, University of Wollongong

Tagged Topics

Invited - Faculty Development

– Developing awareness and understanding of how engineering fits into social contexts 2. Workplace culture – Seeing how workplace cultures evolve and their effect on work practices 3. Community culture – Engaging with community issues that engineers often encounter 4. Technical/cultural demands – Exploring links between technical and cultural requirements in design and practice 5. Culture in the classroom – Identifying students’ priorities and cultivating a classroom learning culture that is open and accepting of new ways of thinking (for the educator).In many of the case studies and scenarios presented in the EAC modules, few have a ‘correct’or ‘best’ solution. The modules do not attempt to guide students towards what the

Conference Session

Partner Organization Plenary III

Collection

2013 ASEE International Forum

Authors

Lyn Brodie, University of Southern Queensland; Frank Bullen, University of Southern Queensland

Tagged Topics

Partner Society Plenary

necessary to understandglobal and environmental the impact of engineering solutions in a global,responsibilities of the professional economic, environmental, and societal contextengineer, and the need for sustainable (j) A knowledge of contemporary issuesdevelopmentUnderstanding of the principles ofsustainable design and developmentUnderstanding of professional and (f) An understanding of professional and ethicalethical responsibilities and commitment responsibilityto themExpectation of the need to undertake (i) A recognition of the need for, and an ability tolifelong learning, and capacity to do so engage in life–long learningThis table illustrates the similarities between the graduate

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Keith Willey, University of Technology Sydney; Anne P Gardner, University of Technology, Sydney

Tagged Topics

Invited - Curriculum Development

c American Society for Engineering Education, 2013 SPARKPLUS : enabling collaboration and dialogue for learning and developing standards.AbstractProfessional learning is often informal, learnt on the job through engaging in practice withpeers. Hence, to prepare students for professional practice they require opportunities todevelop their ability to work in such collaborative /socially constructed learningenvironments.The authors have conducted several studies investigating the impact of collaborative learningactivities on the people that participate in them. We found thoughtful design is required,including scaffolding, to motivate desired approaches and attitudes to learning. The results ofthese studies informed

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Amos G Winter V, MIT; Robert James Stoner, Massachusetts Institute of Technology; Charles H Fine, MIT Sloan School of Management

Tagged Topics

ASEE International Forum

tremendous opportunities for domestic firms like Reliance, Tata,and Mahindra, as well as US-based multinationals that want to expand their business whilerekindling the US economy. Firms like General Electric have demonstrated that high-performance and low-cost technologies, such as ultrasound and electrocardiogram machines, can Page 21.63.3make a positive impact on emerging markets while also becoming disruptive innovations5 in richmarkets6.Tata Fellows can hail from any of the schools and departments at MIT. Diversity in backgroundsis encouraged, to facilitate cross-disciplinary learning and problem solving for both students andfaculty. The Tata

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Scott Grenquist, Wentworth Institute of Technology; Roger G. Hadgraft, RMIT University

Tagged Topics

ASEE International Forum

anentry-level engineer would be required to demonstrate for Engineers Australia. As can be seenfrom Table 1 below, many of the Student Outcomes stipulated by ABET have their parallels inparts of the Stage One Competencies. However, the Engineers Australia Stage OneCompetencies are a super-set of ABET’s Student Outcomes. Those competencies that areparallels to the ABET Student Outcomes are shown below in the column to the left.6 Table 1.1: Similarities of ABET Student Outcomes and IEAust Stage One CompetenciesStudent Outcomes-ABET Stage 1 Competencies and Elements of Competency-IEAust(a) an ability to apply knowledge of 1.1 Engages with the engineering discipline at a phenomenological level

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Michael A. Gennert, Worcester Polytechnic Institute; Gretar Tryggvason, University of Notre Dame

Tagged Topics

ASEE International Forum

capstone design projects are performed at industrial sites andgovernment laboratories, including geographically diverse locations.Geographically distributed capstone project teams – Geographically distributed designprojects offers the opportunity to engage as students in the kinds of global engineering activitiesthat are expected of practicing engineers. The challenges and some methods to optimize idea Page 21.20.4generation in distributed settings are described in [10].Institutional exchange programs – Many institutions of higher education have exchangeprograms in place whereby students from one university spend a semester or year at

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

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

Tagged Topics

Curriculum Development

the Center for Global Education at the University of Tulsa. The programwas awarded five years of funding in 20061 and has been renewed for another five years2.This paper will provide an overview and justification for the development of the NanoJapanProgram, provide an overview of our program assessment and student outcomes to date, andconclude with an overview of the potential impact of the NanoJapan Program model on STEMeducation and international engineering programs nationwide.2.0 Program Context2.1 The need for internationalization of STEM Education: The Institute for InternationalEducation’s (IIE) 2012 Open Doors report indicates that science and engineering students stillmake up a relatively small percentage of the overall number of

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Reginald Vachon P.E., American Society of Mechanical Engineers; Robert O. Warrington Jr., Michigan Technological University; Robert D. Kersten, University of Central Florida

Tagged Topics

Invited - Faculty Development

, andintegration of national, regional and hemispheric systems. Job Creation: To engage with Industry to create an ongoing real world experience for students,stimulate employment through internships and coops, and drive a sustained Industry / Academiainteraction around producing appropriate outcomes.TRANSLATIONEftA’s purpose is to promote economic and social development through quality engineering education forinnovation and hemispheric collaboration in job creation is concentrated on education. Efta’s purpose istranslated into action through an Advisory Committee and the following organizations: Latin AmericanConsortium of Engineering Institutions (LACCEI), Pan American Federation of Engineering Societies(UAPDI) and Pan American Academy of Engineering

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Richard F. Vaz, Worcester Polytechnic Institute

Tagged Topics

Faculty Development

-campus project advisors workclosely with student teams on matters such as research and writing strategies, navigating teamdynamics challenges, working in professional settings, and cross-cultural engagement. Advisorsalso assume important non-academic roles, including attending to health, safety, and riskmanagement issues, housing and transportation logistics, and support for students experiencingemotional and/or behavioral difficulties. To prepare faculty for these challenges and supportthem during the off-campus sojourn, WPI uses a strategy combining mentoring, training, on-lineresources, and support networks3,4.Given the importance of how faculty members spend their time, it is worth asking how off-campus advising impacts professional