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

Office in São Paulo, which could provide on-the-ground support for the course. Page 21.66.2The first SEAS/Poli-USP Collaborative Field Course was held in Brazil in January 2010, and ithas been offered each successive year on a different topic related to environmental engineering(see Table 1 and reference 4). While the course was initially developed as an internationalexperience for Harvard students, the value of alternating the location between Brazil and theUnited States quickly became apparent. In January 2012, the course was held in the UnitedStates for the first time, and the new idea of seeking out student carry-over from year-to-yearwas

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

LearningAbstractMichigan Technological University’s Pavlis Institute for Global Technological Leadership wasinitiated in 2005 to provide MTU students with international leadership skills throughcoursework and a student-led intensive international experience. The Pavlis certificate programrequires 25 semester hours of coursework with 13 semesters in the summer (nine hours areallocated to the five week in country experience) between the student’s junior and senior years.The additional hours are focused on preparing them to lead, work, and communicate effectivelywith one another and with their in-country contacts. The major differences between the Pavlisprogram and other intensive programs that prepare global engineers are threefold: 1. The Pavlis teams (typically

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

convened a task force to develop a set of Global CompetencyOutcomes (GCOs). In 2010, the task force report was delivered and approved by the Provost andthe Board, and the resulting framework for development, improvement, and evaluation of study Page 21.19.3abroad experiences has been widely adopted as the set of "best practices" at our university,although they are not specifically calibrated for engineering students9. In brief, the resultingGCOs focus on five broad educational outcomes falling into four basic classes (knowledge, skill,attitude about self and culture, and action): 1. Students apply their knowledge to create a global frame of

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

diverging (Figure 1).People may also have their strengths best represented on the extreme ends of the perception orprocessing axis, rather than in one of the quadrants. In these cases, the learning style is defined as“balanced-processing” (balanced between reflective observation and active experimentation) or“balanced-perception” (balanced between abstract conceptualization and concrete experience).According to early reports by Kolb, young children show an even balance of all learning styles,but move towards more abstract thinking as they grow older [14]. A recent study found that one-third of adults were converging, another third were assimilating, 20% were accommodating, andless than 10% were divergent [25].Beckman and Barry [4] have found Kolb

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

requiredeveloping a comprehensive, uniform approach to STEM internationalization at the institutionallevel. In this paper, we discuss our development of the Global Science and Engineering Program(GSEP), a broad internationalization initiative uniformly spanning all engineering, math, andnatural science programs offered at Northern Arizona University. To help pave the way forothers, we pay particular attention to critical GSEP design features and rationale.1.0 IntroductionGlobalization has been the predominant economic theme for the past decade, leading to broadglobal distribution of research, design, and production teams and facilities spanning the fullspectrum of science and engineering disciplines [1]. Modern STEM graduates will be expectedto communicate

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Sigrid Berka, University of Rhode Island; Walter von Reinhart, University of Rhode Island; Erin Papa, University of Rhode Island

Tagged Topics

Invited - Student Development

Germanprogram, the University added similar dual degree programs in Engineering with Spanish,French, and most recently Chinese,iv which also proved successful. The German program,however, remains the main stay of the IEP programs; it boosts the highest numbers of enrolledstudents (Table 1). Because the German program also offers the largest homogeneous group ofgraduates, this article is based on data collected from graduates from the German program. 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10German 102 113 118 121 122 128 133 126Spanish 37 42 45 42 52 51 63 69French 27

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

strong branch in the vocational and technical field, wherestudents from 14 to 19 years old are trained in Upper-Level secondary technical and vocationalColleges. Additionally in the VET system beside VET colleges also VET schools can be chosen,but they do not end with a graduation. Figure 1 gives an overview about the Austrian educationsystem starting from the age of 14.Fig. 1: The Austrian Educational System (source: WKO1)The VET colleges (in German called BHS, Berufsbildende Höhere Schulen) are classified in theISCED 4A level according to ISCED 2011. ISCED is the international classification used toensure cross-national comparability of data about education systems on the basis of uniform andinternationally agreed definitions by UNESCO. ISCED

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

any innovation. Thiscreates a problem for staff who want to build on the perceived benefits of an innovation such asthe EWB Challenge, since it is not clear what outcomes can be attributed to what mechanisms andunder what circumstances. For instance, the experiential learning attributed to teamwork on reallife projects such as this can be more assumed than proven. In this project we were interested toidentify which aspects of context had an influence on the way students went about learning andhow those choices affected learning outcomes.MethodologyData about how the intervention was being implemented was collected at 13 universities inAustralia and New Zealand over Semesters 1 and 2 of 2011. We began data collection with aseries of program

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Javier A. Paez Saavedra, Fundacion Universidad del Norte

Tagged Topics

Invited - Student Development

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Robyne Bowering, Monash University

Tagged Topics

Invited - Student Development

skills in their final-year engineeringstudents. The project is a service-learning program placing students into schools to designand teach STEM-based (Science, Technology, Engineering and Mathematics) units of work.This paper is a phenomenological description of how the experiential learning opportunitiesprovided during the project enhance one aspect of student professional skill development:effective oral communication.Introduction‘Engineers are hired, retained and rewarded for solving problems’[1]. Globalization, massmigration, the digital revolution and a growing need for environmental stewardship arecreating new contexts and new types of problems for engineers to solve.[2] To be successful inthe rapidly changing world, engineers need to be

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Teresa Restivo, University of Porto

Tagged Topics

Invited - Student Development

; Psychology and Education Sciences; Scienceand Sport) and 1 Business School, 60 R&D units. It is a public university with over31,700 students and around 3000 students are from 106 nationalities. More than 9000students are at postgraduate level (MSc and PhD). It offers 35 first cycle courses, over150 integrated or independent masters and 89 third cycle courses. The university hasover 1900 teaching & research (FTE) (76% PhD) and around 1700 technical andadministrative staff 1. Its Faculty of Engineering (FEUP), with roots dating back to1837, is the largest school at U.Porto, with over 8.700 students, 424 teaching andresearch staff (86% PhD) and 326 non-academic staff 2. FEUP is under Bologna processsince 2006. It has nine Departments: Chemical

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

Distance6. Indeed, the end to end information bandwidth of the 445km long WiLDNet is estimated to be between 1 and 3 Mbs, a bandwidth much greater than thatnecessary for transmitting patient information and logistical telephone calls between the healthposts, but one too small to transmit full internet service to all those on the network. The NapoNetproject focuses on developing, implementing and evaluating bandwidth efficient methods forbringing communication services to those who live in the villages along the network. The NapoNet Project was initiated in February of 2009. The project was suggested toNapoNet team members by faculty members of the University of Amazon of Iquitos, Peru, andpublic health and government officials of the State

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Mohammed A Omar, Clemson University

Tagged Topics

ASEE International Forum

automotive company requires for its operational activities such asrunning the production system, process and product control, and working with suppliers. Thesecond offering is a PhD degree that delivers the research workforce that can develop andinnovate new technologies and products.3-­‐1  Curricula  Development  and  Design    Recognizing the fact that engineering curricula have been traditionally slow when responding toindustrial demands, and typically lack the “real-world” preparations demanded by industry ashighlighted by Miller7. So there is a need to develop a curricula design-structure that utilizes anobjective methodology and uses the industry input to yield a set of educational offerings thatcater to the professional and awareness skills

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Muhammad H Rashid, University of West Florida

Tagged Topics

ASEE International Forum

place.Industries are demanding that engineering graduates must have certain skills. In order to ensurequality assurance worldwide, an International Engineering Alliance [1] has been formed with thefollowing mission:  Mission - working together to advance and benchmarking and mobility in the engineering profession.There are three agreements known as Washington, Dublin and Sidney Accords covering mutualrecognition in respect of tertiary-level qualifications in engineering.8.1 Washington, Dublin and Sidney AccordsThe Washington Accord signed in 1989 was the first – it recognizes substantial equivalence inthe accreditation of qualifications in professional engineering, normally of four years.The Sydney Accord which commenced in 2001

Conference Session

Partner Organization Plenary I

Collection

2013 ASEE International Forum

Authors

Abdul Menhem Alameddine P.E.

Tagged Topics

Partner Society Plenary

Conference Session

Partner Organization Plenary I

Collection

2013 ASEE International Forum

Authors

Marwan T. Abdelhamid, World Federation of Engineering Organizations (WFEO)

Tagged Topics

Partner Society Plenary

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

describes an on-going research project in establishing the validity of a direct methodfor teaching and measuring undergraduate engineering students’ professional skills. Proficiencyin engineering professional skills (Table 1) is critical for success in the multidisciplinary,intercultural team interactions that characterize global 21st century engineering careers. Yet,faculty members around the world have struggled to define, teach and measure professionalskills since their introduction as ABET criteria for engineering programs in 20001,2,3,4 . In fall2006, the Washington State University (WSU) College of Engineering in the northwesternUnited States (US) developed an innovative, direct method to teach and measure the ABETprofessional skills

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Steven Chingnam Goh, University of Southern Queensland

Tagged Topics

ASEE International Forum

isrecommended as the step for most graduates to management starts generally after 6 years ofwork experience14. The learning journey should also be reinforced by peer-supportnetworking in a virtual social network which students and alumni can access acrossinstitutions. This learning journey is illustrated in Figure 1.Under the educational development stream, it is proposed to embed principles such asInnovation, Leadership, Globalization and Sustainability, as part of the 21st Century SkillsSet14, into relevant technical and engineering curriculum infused within the personal,professional and educational development framework. It is envisaged that the learningjourney may involve short-term placements in another industry such as banking or the arts.Under

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

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

professors would have encountered if they embarked on similarprograms during their own time in college. Students who have recently returned from aninternational service experience in Andean Peru report their perception of the value of the trip byresponding to the following prompts: 1) what was the significance of service learning to yourprofessional development?, 2) compare the value of international experiences with the value ofsimilar domestic experiences, 3) was service learning effective at developing technical skills?and, 4) what motivated you to incorporate international service learning into the crampedengineering curriculum? For comparison, the two faculty organizers also responded to the sameprompts. While not all student responses

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

following components: 1. An accepted body of knowledge which constitutes the field. 2. A set of academicians and practitioners who are recognized and respected as experts in the field. 3. Curricula, based on a consensus of these experts, which develop breadth of expertise, followed by specialization is particular aspects of the field.Unfortunately, the development of the academic underpinning for programs in enterprisedevelopment at the BoP has proven to be very challenging because none of the threerequirements listed above are in place. There is no universally accepted terminology or languagethat embodies these efforts, let alone an accepted body of knowledge. Nor are there standardsthat define emerging academic programs, and those

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

Engineering highlights the importance ofaccreditation as an agent for evolution and change observing that, „the accreditation processfor university engineering courses should be proactive in driving the development andupdating of course content, rather than being a passive auditing exercise‟. The reviews alsorecognised the need for the inclusion of key core graduate attributes 1-5 and the lining of thoseattributes to the bigger global requirements 6. Alongside shifting professional expectations,the accreditation process is a powerful instrument in directing the education of engineers andover the longer term, the capacity of the engineering profession. Today, the recommendationsof these reviews have been implemented and as well as addressing the

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Alina Yurievna Khramova, Kazan National Research Technological University; Vasil Yurievich Khramov; Vasiliy Grigoryevich Ivanov, KAZAN NATIONAL RESEARCH TECHNOLOGICAL UNIVERSITY

Tagged Topics

ASEE International Forum

coverings”, etc. Bachelor and Master training will be based on projectpragmatist approach with the use of joint aligned programs, shortened study, innovativeeducational technologies and individual educational plans [5]. A.L.Demchuk and colleagues metaphorically says that Catholic educationalphilosophy (sermon, message – lecture, counseling – seminar, confession – examination,source of knowledge – word) with maximal in-class learning time, is substituted by Protestanteducational philosophy with minimal classroom training and much more self-guided learningand written works with the possibility to use any sources and references [1]. Academic mobility is accompanied by a number of problems associated with itsrealization such as

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

William Robinson, Stevens Institute of Technology; Michael Pennotti, Stevens Institute of Technology

Tagged Topics

ASEE International Forum

systems engineers.” Proceedings Portland International Conference on Management of Engineering & Technology (PICMET) 2008, Capetown, South Africa, July 27-31, 2008.3. Final Report of the Global Engineering Excellence Initiative: Educating the Next Generation of Engineers for the Global Workplace, Published by Continental AG, Hanover, Germany, 2006, ISBN 3-9811322-1-1. Page 21.9.7

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

Tagged Topics

Curriculum Development

IMPROVEMENT IN ENGINEERING EDUCATION.Introduction.Nowadays there is a common concern about the quality of the training of future engineers tobecome not only technically exceptional but also innovative and prepared to work in an everchanging global economy and to meet the different challenges they’ll face. For instance, many ofthe visions of the ‘2020 Engineer’ [1] suggest that the education of the XXI Century engineermust be: (i) student-centered, (ii) supported by applied research, and (iii) provided withmeaningful experiences at all times. Thus, an engineer must have the necessary skills to addressscenarios such as the next scientific revolution, the revolution biotechnology in a social context,prevention and recovery from natural

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Jung-Uk Lim, Arkansas Tech University

Tagged Topics

ASEE International Forum

power system courses. In [1],loads flow and fault analysis of a small-size power system using the PowerWorld simulatorsoftware version 10.0 was presented so that students could gain an understanding of thecapabilities of this tool and obtain and “animated picture” of a typical power system. In [2], anew power system analysis software program using the C# software and MATLAB software wasdesigned and developed to allow students to enhance their understanding of the power systemanalysis concepts. Reference [3] discusses the course contents and pedagogical approachemployed to deliver the new power system course using the Power System Simulator forEngineering (ESS/E) that aids power system studies. Each of software has its own advantagesand

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Meiliu Lu, California State University at Sacramento

Tagged Topics

ASEE International Forum

students. In this project we have developed a set of courseware to reinforce learning of the keyconcepts of the data warehousing using a case study approach. The courseware now containstwo working learning tools: (1) data warehousing courseware; and (2) ETL (Extraction,Transformation, and Load) courseware. We have been using this courseware in a DataWarehousing and Data Mining course at California State University in past two years.Students had very positive feedback on their learning experiences with the tool. We are nowin the process of expanding to include one more sub-system, OLAP (On Line AnalyticalProcessing) cube courseware. The main advantages of using this web-based interactive courseware to supplementclassroom instructions or

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

through a web conference system.Type B is a face-to-face project held during the 2nd and 3rd years of the program. What is uniqueabout this program is that students are able to understand what the necessary skills andcompetence for globally-active engineers are through the lectures while developing such skillsand competence for themselves through interaction with the project partner students using bothEnglish and Japanese.The authors had an interim assessment of the students’ performance and progress in learningobjectives of the Joint Global Engineer Program. Initial findings reveal that the Global EngineerEducation Program is effective in fostering global engineers.1. IntroductionThe 21st century has witnessed the rise of so-called “no-boundary

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

Engineering CriteriaExamining all of the Program Educational Objectives and Student Outcomes that help form theframework of ABET’s accreditation criteria, as well as examining the Stage 1 Competencies setout by Engineers Australia would require a monograph, rather than simply a contributed paper.However, there are similarities and differences between the two outcome-based criteria that thetwo separate accreditation entities signify are the typical competencies for an entry levelProfessional Engineer. ABET’s Student Outcomes, as shown below in the column to the left,represent the typical profile that all entry-level engineers should have when they begin theircareers.5 The Stage One Competency Standards are the equivalent typical attributes that

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