Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Claudia María Zea Restrepo P.E., Universidad EAFIT; Alejandra J. Magana, Purdue University, West Lafayette; Juan Guillermo Lalinde-Pulido, Universidad EAFIT; Alberto Rodriguez P.E., Universidad EAFIT; Natalia Andrea Bueno Pizarro, Universidad EAFIT

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Curriculum Development

their work, but also created initiatives to promote openness to innovation, designand development of projects focused on improving student learning and teaching in the academiccommunity. These initiatives enabled joint research processes in order to generate knowledgeand promote research and investigation activities in education. This effort generated a sharededucational culture about values, principles, concepts and practices in curriculum, instruction,assessment, organization and functioning of the institution.The School of Engineering at EAFIT University, through this new approach, has raisedawareness that we must have curricula based on educational research and interdisciplinarymanagement, that a transformation of the training process is

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

addition to awards the Gordon Research Conferences, BASF Corpo- ration, the American Institute of Chemical Engineers, and Texas A&M University.Dr. Hamid R. Parsaei P.E., Texas A&M University at QatarMr. Elfatih E Elmalik, Texas A&M University at Qatar Page 21.4.1 c American Society for Engineering Education, 2013 A New Educational Approach towards Preparing Skilled Chemical Engineers for Special Assignments in the Energy Field 1. Introduction:Texas A&M University opened a branch campus in the Education City of Qatar Foundation in2003 by offering Bachelor of

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Imin Kao, Stony Brook University (SUNY); Yacov A. Shamash, Stony Brook University; ChoonHo Kim, SUNY Korea

Tagged Topics

Curriculum Development

undergraduate students at Stony Brook. Since becoming the Associate Dean of CEAS, he has been leading and/or participating in various curriculum initiatives such as SUNY Korea, the new Civil Engineering, 5-year BE/MS, and Mechatronics programs. He is also responsible for College-wide ABET assessment and accreditation. Professor Kao has received Student Service Award and Center for Prevention and Outreach Partnership Award. He is co-author of a book chapter ”Pedagogical Use of Video Podcast in Higher Education: Teaching, Learning and Assessment”, In Ubiquitous Learning: A Survey of Applications, Research, and Trends, edited by Terry Kidd & Irene Chen, Published by Information Age Publishing. Being the Director of the

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

expand international research opportunities for students in STEM fields. NanoJapan was recognized by the Institute for International Education in 2008 with the prestigious Andrew Heiskell Award for Innovations in Study Abroad. She received a second NSF grant for a multi-phase conference, Strategic Issues in University Internation- alization , that examined a comparative approaches in the US and Japan for the internationalization of science and engineering education. Dr. Matherly is the recipient of two Fulbright grants for international education administrators (Germany and Japan.) She has a BA in English and Political Science from the University of New Mexico, an MS in Education from Indiana University, and an Ed.D

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

multi-disciplinary product development experience and led the devel- opment of a new (2011) Technological Entrepreneurship and Management program on ASU’s Polytechnic campus in which the GlobalResolve courses reside leading to major, minor and certificate in Social En- trepreneurship. Although his early research was in geometric modeling, his recent publications center more on global design education, design thinking and curriculum development, especially around social entrepreneurship.Mr. John H Takamura Jr, Arizona State University John Hiroomi Takamura Jr. Associate Professor of Industrial Design, The Design School, Herberger Institute for Design and the Arts, Arizona State University Bringing over 17

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

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Student and Curriculum Development

also has three components: (1) theCD method (e.g., scenario and prompts) as the performance task; (2) the student team discussionas a response to the performance task; and (3) the EPS Rubric as the criterion-referencedinstrument to measure the quality of the student team performance of engineering professionalskills.This research project is driven by the following three research questions:1) To what extent does the CD method as a performance task equally elicit students’ consideration of engineering professional skills when implemented in different course types and at different points in a program’s curriculum?2) Do EPS Rubric scores reliably provide information about students’ engineering professional skills proficiency levels

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 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

, travellingabroad to implement those solutions. The curriculum approaches a topic that is not traditionallytaught in today’s engineering classroom. It has been shown, however, that “a lack of instructionand understanding of technological and environmental issues will seriously hamper the ability offuture citizens to keep pace with the ever-expanding role of technology in all facets of theirlives.”26Global Solutions for International DevelopmentThe goal of Global Solutions for International Development is to give students an overview ofthe issues facing developing communities worldwide and introduce them to ways they can makea difference. The course begins with a look at the historical context of development issues andthe forces that lead to developmental

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

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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

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Lynette Frances Johns-Boast, Australian National University

Tagged Topics

Invited - Curriculum Development

arrive atconsensus 12 and is vital if higher education is to accept the challenge of harnessing the potentialof information communication technology (ICT).Design / MethodAs the study is not testing a hypothesis but is attempting to discover what academics actually dowhen engaged in curriculum design and development, the researcher determined it wasappropriate to follow Charmaz’ 4 constructivist grounded theory methodology and data analysismethod 20, p. 130. Based on the researcher’s view that the development of new curricula and theupdating and innovating of existing curricula is a design 21,22,23 or problem solving activity 12 itwas decided that data should be collected from engineering, computer science and informationsystems academics only

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

word problems has revealed thecomplex nature of the processes that lead to the lack of students’ activation of their real-world Page 21.52.2knowledge. Palm8 stressed that in a large number of studies students did not pay much attentionto the realities of the situations described in the word problems. Gerofsky9, in turn, asserted thatword problems were unable to be faithful simulation of real-life tasks. She insightfully predictedthat there would appear new approaches based on new computer technologies.The contemporary computer technologies undoubtedly can provide much better than wordproblems simulations of real world situations in

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Jean N. Koster, University of Colorado, Boulder

Tagged Topics

Student and Curriculum Development

65% of the newly developed 787Dreamliner airframe from outside companies.2 In a field where work is traditionally performedby small, localized teams of engineers, these complex global projects present new challenges forovercoming cultural differences, language barriers, and bureaucracy.With these industry trends set to define a large focus of the next 20-50 years of the aerospaceindustry, educating the next generation of engineers who will be responsible for addressing thesechallenges is of paramount importance. Efforts to train students in the global design effort havebeen reported before, and they were mainly limited to virtual computer design studies and didnot include delocalized manufacturing.3 In different cultures the educational

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

. Her work has been recognised through several awards including a University Award for Design and Delivery of Teaching Materials, Carrick Institute Citation and Australian University Teaching Award for Innovation in Curricula Learning and Teaching, USQ Associate Learning and Teaching Fellowships for curriculum and assessment development and recognition from the Australian Association of Engineering Educators for innovation in curricula. On several occasions Lyn has been a visiting Professor to the University of Hong Kong – Centre for Advancement of University Teaching, consulting in both PBL and online curriculum development and assessment. She is the 2013 president for the Australasian Association for

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Ralph Dreher PhD P.E., International Society for Engineering Education (G

Tagged Topics

Invited - Faculty Development

taught to understand the value of thisknowledge and how it is used. Thus, they will simultaneously develop their methodology andsocial skills. But it is a new challenge for the academic staff (special in research-oriented Universities) tocreate such case studies (“problems”) on the level of BA-Courses and to moderate the processof problem solving within the groups of students.Moreover, often, the academic teachers get the wrong idea, thinking that it will be better toinstruct the students like it was done in the “good old times”.Therefore, the core idea of a competence-oriented curriculum of engineering-pedagogic foracademic staff is, that it is also competence-oriented and will work with case studies. Hence,the academic teachers have the chance

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Prue Howard, Central Queensland University; Duncan Andrew Campbell, Queensland University of Technology

Tagged Topics

Invited - Faculty Development

Australian and New Zealand regional group of the global CDIO collaboration in engineering education. Duncan has led many projects around engineering curriculum reform and has particular interests in internationalisation and student mo- bility, the first year experience, integrated curriculum, and a systems approach to curriculum design and aligning program level learning outcomes with national and international frameworks. He recently co- delivered a series of national workshops in Australia on top-down curriculum design to satisfy program and accreditation requirements. Page 21.37.1

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Teresa Restivo, University of Porto

Tagged Topics

Invited - Student Development

McMaster University in Canadain the late sixties which turned into a successful and innovative method for engineeringeducation 5. Since then many different types of PBL approaches appeared and U.Portoand FEUP have been following attentively new trends on innovative curricula based inPBL model, as is the case of Problem Based Learning used at Aalborg University(Denmark) since 1974, Project-Based Curriculum at Rowan University (USA) since1996, and since 2003 greatly improved by its Center for Innovation & Entrepreneurship,created “combining practitioners and researchers from multiple disciplines indeveloping entrepreneurial activities” where “Rowan University can build aneducational curriculum and a support system that will greatly enhance the

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Jung-Uk Lim, Arkansas Tech University

Tagged Topics

ASEE International Forum

). Page 21.11.1 c American Society for Engineering Education, 2013 An Enhanced Approach for the Power System Course Using a Computer-Based Visualization Tool for Steady-State Power System SimulationAbstractThis paper proposes an enhanced approach for the power engineering course, as part of theundergraduate electrical engineering curriculum, using the PowerWorld power system simulator.In order to assist students’ better understanding of complex phenomena in power systems,steady-state power system analysis using the advanced visualization techniques was performed.The visualization techniques helped students better understand the power system analysisproblems as a

Conference Session

Partner Organization Plenary II

Collection

2013 ASEE International Forum

Authors

Michael E. Auer, International Society for Engineering Education (IGIP)

Tagged Topics

Partner Society Plenary

demand a new look at the didactic andpedagogic concepts that presently form the basis of engineering education. IGIP offers a spacefor professionals to look into, debate, and put into practice different concepts related toengineering education.IGIP has established a prototype curriculum for engineering pedagogy which is already used inseveral countries. In contrast to ABET, FEANI, or EUR-ACE, IGIP is not an accreditationbody for engineering curricula. By passing the curriculum as proposed by IGIP in anyaccredited or other institution worldwide, IGIP states that a given engineering educator with an“International Engineering Educator” title has all the competencies needed to teach to thehighest standards with the best available teaching

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

Paper ID #8286Instructional Stance as Indicated by Words: A Lexicometrical Analysis ofTeacher Usage of an Inquiry-Based Technological Tool in High School Class-roomsMs. Danielle Marie Dowling, Tufts Center for Engineering Education and Outreach After nearly 20 years as a journalist, Danielle Dowling decided to return to school to earn a second bachelor’s degree in physics, which she received in 2011 from Hunter College in New York City. Soon after, she started her master’s degree in science education at Tufts University. While pursuing her master’s, she became involved with the Center for Engineering Education and Outreach

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Robyne Bowering, Monash University

Tagged Topics

Invited - Student Development

communication in the workplace. Communication Education, 2003. 52(1): pp. 1-16.11. Fink, L.D., S. Ambrose, and D. Wheeler, Becoming a professional engineering educator: A new role for a new era. Journal of Engineering Education, 2005. 94(1): pp. 185-194.12. Felder, R.M., et al., The future of engineering education II. Teaching methods that work. Chemical Engineering Education, 2000. 34(1): pp. 26-39.13. Duderstadt, J.J., Engineering for a Changing Road, A Roadmap to the Future of Engineering Practice, Research, and Education. 2007.14. Furco, A., Service-learning: A balanced approach to experiential education. Expanding boundaries: Serving and learning, 1996. 1: pp. 1-6.15. Hurd, C.A. Is Service-Learning Effective?: A Look

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Thomas Lachlan Goldfinch, University of Wollongong

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Invited - Faculty Development

Competency in Engineering, which led to the development of a range of learning resources targeting students’ development of intercultural competency (engineeringacrosscultures.org). Past projects also include: ALTC project A Pro-Active Approach to Addressing Student Learning Di- versity in Engineering Mechanics; A graduate attribute led curriculum review for UTEM, Chile; and the implementation of UoW’s University Learning and Teaching course at ImamU, Saudi Arabia. In 2009 he was awarded a vice-chancellors award for outstanding contribution to teaching and learning in the area of graduate attributes and has published numerous papers on engineering education research and practice

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Kwadwo Osseo-Asare, Penn State University; Victor A Atiemo-Obeng, The Dow Chemical Company (Retired)

Tagged Topics

ASEE International Forum

governments and private entrepreneurs areinvesting in tertiary institutions in Africa focusing on Science, Technology, Engineering andMath (STEM) to provide the needed highly trained personnel to support and sustain economicdevelopment and growth. The core competencies and behaviors to be cultivated in theseinstitutions are what STEM educators worldwide deem crucial for economic competitiveness andjob creation. These include, according to the US National Academies Report, The Engineer of2020—Visions of Engineering in the New Century (http://bit.ly/Y7qwK5): oral and writtencommunications, critical thinking, analytical and innovative problem solving, practicalingenuity, creativity, agility, team work, and an appreciation for life-long learning

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Eleonore Lickl, HBLVA for Chemical Industry

Tagged Topics

Invited - Student Development

, industrialengineering, operations management, art and design and others11.Curriculum of VET collegesThere are several types of Austrian VET colleges12. The reformed curriculum of 2011 includessubject courses with a total of 100 to 110 hours, depending on the engineering program13. It hasto be mentioned, that in the Austrian education system for everyone at a VET college about 15hours of mathematics and applied mathematics and 10 hours of physics and science arecompulsory, in addition to the engineering program. In total, 175 hours are basis of the reformedengineering syllabus. Page 21.41.3Not all discipline have their syllabus reformed at present, some have

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

of today and near tomorrow needs to be able to teach in a number ofdifferent educational settings, including on-campus class rooms, asynchronous distance learningper video, virtual online learning environments for individual learners, or even massive openonline courses (MOOCs) with perhaps more than a hundred thousand enrolled students on theInternet. As more and more IT-enabled learning environments and educational online toolsemerge, new forms of instructional techniques, related pedagogical approaches to foster studentlearning in such settings, as well as associated examination and assessment methods are to bedeveloped. In addition, the educator of today and near tomorrow is expected to know how tobest address the learning needs of

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Edward Godfrey Ochieng, Liverpool John Moores University; Andrew David Price, Lougyhborough University; Ximing Ruan Ruan, University of the West of England

Tagged Topics

ASEE International Forum

effectively. After all, is this not the way weapproach our project work? In order to align learning activities with the desired intentions itis vital to ensure that the assessment measures are also allied to the learning intentions. Whatget measured gets done. If we are to develop global project engineering programmes using astrategic approach, as programme designers we must be very clear about what we expect tobe learnt and then institute strategies to certify its achievement. However, as educationalist,we know there is a hierarchy of learning development that suggests progression from theacquisition of knowledge through skill development into application in practice.From the reviewed literature, curriculum development and revision theories have

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

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Invited - Faculty Development

. This prologue provides the context for a thoughtful White Paper onEftA prepared by members of the Committee on Engineering Education of the Pan American Union of EngineeringAssociations (UPADI).FOCUS AREAS Educational Innovation: To encourage the innovation and reform of engineering education and theimplementation of new educational techniques that involve the productive sector as a key partner,motivator and collaborator in shaping educational improvements and activities that are relevant to marketneeds as well as foster a culture of life long learning. Accreditation, Quality Assurance and Mobility: To foster activities leading to an understanding to theimportance, establishment or enhancement of quality assurance, methods of accreditation

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

is affiliated with the ikt and holds teaching positions in ”Collaborative Engineering”, ”Principles and Processes of Lightweight Design” and ”Structural and Systematic Engineering Design”. His research group focusses on PLM and Systematic Innovation.Dr. Pradosh K. Ray, Tuskegee University Pradosh Ray is Professor and Head of Mechanical Engineering Department at Tuskegee University, Al- abama. He earned his BS in Mechanical Engineering at IIT, Kharagpur and his MS and PhD in Nuclear Engineering at London and Penn State, respectively. He has four years industry experience and thirty seven years in academia. His current interests are in course, curriculum, and laboratory development

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Chi N. Thai, University of Georgia; Yan-Fu Kuo; Ping-Lang Yen, National Taiwan University

Tagged Topics

ASEE International Forum

? In his book “Collaborate!”,Sanker2 discussed and showed that collaboration is “doable and critical to success”. Baker-Doyle3 described how teachers (especially new ones) can develop their Intentional ProfessionalNetworks for support. Research by Stump et al.4 indicated that collaborative learning strategieshelped students increase their self-efficacy in learning course materials. In the area of roboticseducation, Ren et al.5 surveyed over twelve syllabi from different universities and suggested a Page 21.24.2problem/project based approach to foster creativity and insight about robotics in students. Otherresearchers also concurred in this

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

greaterunderstanding of contemporary issues, and put engineering solutions in a global and socialcontext 16. However, additional research is required to fully support these findings.2.1 Approaches to International Education: Universities are using a variety of programmatic andpedagogical approaches to incorporate international education into the engineering curriculum 17.Common models include: 1) traditional semester or summer study abroad in which studentscomplete courses that count towards their major and general electives 18-20; 2) short-term, credit-bearing programs lasting less than a month that address a specialized topic related to engineeringin a global context 21-24; 3) comprehensive degree programs in which students are required toobtain proficiency

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Lyn Brodie, University of Southern Queensland; Lesley Jolly, Strategic Partnerships; Caroline Crosthwaite, University of Queensland; Lydia Kavanaugh, University of Queensland

Tagged Topics

Invited - Student Development

Research Methods Interest Group of the Australasian Association for Engineering Education (AAEE). In that capacity I have run work- shops on research methods and educational evaluation in Australia and New Zealand and was a founder leader of the annual AAEE Winter School for engineering education research. In the last two years I have completed two CRC projects; Evaluation of Simulators in Train Driver Training and Towards a National Framework for Competence Assurance for Train drivers. I have also recently managed an ALTC project called Curriculum Change through Theory-Driven Evaluation on behalf of the University of Queensland.Caroline Crosthwaite, University of Queensland Caroline Crosthwaite BE(Hons), MEngSt (UQ