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

- pedagogic training of academic teachersAbstractThe following report explains, why it is necessary, to train academic teachers by using a“competence-oriented” curriculum. That means, to give the teachers the chance, to workproject-oriented and to learn to reflect their own working and problem-solutions in teaching.To demonstrate the possibility of such curriculum, a prototype was developed by using themethods of vocational-science. That means to analyze the work-processes of academicteachers about their core work-tasks and to transfer this to project-based modules ofengineering education.Keywords: PBL, PBE, TVET, Bachelor, educationProblem in brief: About the duality of engineering BA Courses of studyConcept of

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

qualitative means, including surveys, focus groups, interviews,open-ended individual discussion, journaling, reflective essays, and the like.The GCOs are especially relevant to engineering education and practice because modernengineering is a globalized profession. Exposing engineering students to new situations, culturalcontexts, customs and communication practices, and ways of living and doing businesscontributes to their preparation as professionals and their development as people. For instance,GCO 1(a) ("students demonstrate knowledge of interconnectedness/interdependence of political,environmental, social, and economic systems on a global scale and in historical context")arguably targets the essence of engineering practice in a globalized world

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

students, industry, and society as a whole? How Page 21.42.4can resources be synergistically integrated to support such an effort? What are the majorchallenges or barriers present that must be overcome in order to create such a system?In response to these questions, they present a concept map to explore how faculty educationaldevelopment could support and greatly enhance an entire system revolving around facultydevelopment in teaching and learning. Utilizing and reflecting upon the literature, major issuesconsidered that relate to the questions above include various roles in the higher educationengineering community; relationships between

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

immersion. Massara,Ancarani, Costabile, Moirano, & Ricotta10 claim that the immersion of the Second Life VEerases the difference between real and virtual worlds to the extent that, users’ psycho-physicalbehaviors in VR becomes consistent with real life. Meredith, Hussain, & Griffiths11 points outthat, investigators consider the Second Life VE as a synthetic world. Many “residents” of theSecond Life VE are escaping from their everyday real life into this synthetic world12 which inturn means that the VE synthetic world becomes a reality for VE users. The term ‘VirtualEnvironment’ is also known and widely used as ‘Virtual Reality’ (VR), which reflects its essenceof ‘reality’.Steuer13 asserts that “presence” and “telepresence” are fundamental

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

permanentlysupport research and innovation processes. One of the proposed spaces is Thematic Cafes (CafésTemáticos), which is a methodology for knowledge management through knowledgedissemination, collaborative work and socialization experiences. In this way, both spaces notonly enabled permanent collaborative work, but also promoted constant reflection, update andmonitoring of the different educational research, and management of permanent renewal of thecurriculum.Our proposal was also coupled with curricular, educational, methodological and assessmentstrategies, allowing not only to transform classroom practices and academic programs, but alsothe processes of curriculum management, teaching, research and management of an institution.These strategies

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Robyne Bowering, Monash University

Tagged Topics

Invited - Student Development

only serveas a foundation for career development, but can also be applied to transform local andinternational communities’.[19]At the start of the semester, the STP students participate in a series of workshops on:understanding how we construct and retain knowledge, different learning styles, effectivecommunication and presentation skills, motivation, goal setting, lesson planning, leadershipand reflection. They are then placed into a suitably matched school to plan, organise andteach a STEM-based unit of work. The STP students specifically design their unit of work(project) around the brief given to them by their supervising teacher and the interests andcapabilities of the children that they work with. The projects are typically 12+ hours

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Keith W Buffinton, Bucknell University; Xiannong Meng, Bucknell University; Margot A Vigeant, Bucknell University

Tagged Topics

ASEE International Forum

of Electronic Science and Technology in China in Chengdu. Before each of thesevisits, a student team studied the cultural, engineering, and other important aspects of the site orcompany and reported to the entire group to give an overview of what would be visited. Duringthe visit, students attended presentations made by the company or the university, many of whichincluded a question-and-answer session, or listened to stories about a cultural attraction by a tourguide. After the visit, students debriefed the visit in group meetings and each wrote thoughts andreflections in their course journals. At the end of the course, each student was required to write asummary paper to discuss what they learned and to reflect on what they experienced

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

course. This simplistic view fails to consider how thesocial dimensions of work provide a rich context for professional learning. More specifically,some of these studies show that the work is not only a context, or backdrop, but isfundamentally implicated in learning 3, 4, 5. Hence, to prepare students for professionalpractice they require opportunities to practise, experience, reflect and improve their ability towork in collaborative /socially constructed learning environments.In an educational context, collaboration is generally described as an approach involving jointintellectual efforts between students, or between students and the instructor 6. Dana 7 reportsthat compared to traditional competitive or individualistic learning environments

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

skills, talents and aspirations ofpoor people living at the BoP, and the output from the system is a successful enterprise thatgenerates economic growth and improves people’s lives.   Page 21.6.5The GlobalResolve MethodologyIn order to define and develop the enterprise based approach to poverty reduction as a recognizedacademic discipline the skill sets that are required of graduates must be established. Thisrequires defining a methodology that reflects successful practice and establishing where theevolving body of knowledge fits within the larger human body of knowledge. (More specifically:Is an enterprise-based approach to poverty reduction a

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

-learning experience 95.5 93.9Opportunity to experience a foreign culture 95.5 93.2Opportunity to reflect on U.S. culture 93.1 90.5Personal experiencePersonal growth experience 96.6 89.2Opportunity to reflect on career choices 68.2 89.2Opportunity to make new friends 87.5 88.0Table 3: Satisfaction with study-abroad and internship experiencesThese assessments were also supported when graduates had the opportunity to comment on theirstudy-abroad experience. Increased understanding of German culture, building personalfriendships, experiencing personal growth, and improving language skills are

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

” curriculum 6 for computer science. However,the elements of a higher degree curriculum and the relationships between those elements have notbeen studied widely.For many university academics the concept of curriculum is unfamiliar 7. Many develop and teachcourses which reflect their own, frequently research-driven, interests and pay little heed to theneed for program coherence or even to identifying the aims and objectives of their course.Barnett8 argues that “curricula in higher education are to a large degree hidden curricula, beinglived by rather than being determined. They have an elusive quality about them. Their actualdimensions and elements are tacit. They take on certain patterns and relationships but thosepatterns and relationships will be

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Jung-Uk Lim, Arkansas Tech University

Tagged Topics

ASEE International Forum

Page 21.11.3cylinder indicates the amounts of generating power and two different kinds of reserves eachgenerator provides. Three-dimensional display also can identify critical regions and help focusproblem-solving strategies. Figure 2. Example of 3-D Display 3. ContouringContouring technique illustrates how a particular quantity varies with location. Since one-linediagrams usually reflect the geographic arrangement of system equipment, contour plots providea valuable picture of how quantities such as voltage or transmission loadings vary across thesystem. This technique enables students to pinpoint specific regions of concern when inspectingthe system as a whole. Figure 3 shows a contour plot of bus voltage

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 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

indicate successful performance in the 21st century globalprofessional engineering environment. This is critical, given the nature of the instrument, as weposit that high scores on the EPS Rubric will suggest high performance in engineeringprofessional skills in the global workplace.Table 6. Questions to Examine Validity Evidence (adapted from Moskal & Leyden 25 ) Content Construct Criterion • Do the rubric’s criteria • Are all of the • How do the scoring rubric’s criteria address any extraneous important facets of reflect competencies that suggest content? the intended construct success on related or future • Do the

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

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

paper presents an “in-their-own-words” student evaluation of the value ofinternational service to engineering education with the purpose of reconciling facultyperspectives and student perspectives. Engineering educators speak in an institutionalizedlanguage of objectives and outcomes which relate the intent of educational activities with theirimpact on student knowledge and preparation for the profession. Most often, this specializedvernacular is not shared by students; and their perception of the importance of various activitiesmay depart from the perception held by the educator. Also, the international landscapeexperienced by outward bound millennial (and post-millennial) students reflects a much differentset of world affairs than their

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

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

growth occurred and to monitor anydeliverables from their altered practice. This crucially reflective type of review is usual inHigher Education, providing an arguable conclusion to the learning project activity. Thefollowing section provides engineering educators with a palate of tools for how to structure aproject engineering curriculum.Process of developing a global curriculumProgramme aim Produce global engineering professionals who are able to provide a more holistic perspective of global project processes; and Provide students with an innovative and forward-looking view of managing global engineering projects.Learning outcomes A higher level of generic and transferable management skills; A better understanding 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

a ‘product’ at the conclusion of their summerinternships. Page 21.55.54Re-entry and career education program: The re-entry program is designed specific to the needsof young career scientists. In addition to examining issues associated with re-entry to the US,students participate in career decision making activities that help them evaluate their experiencein Japan as preparation for graduate school and identify next academic, international, or otherexperiential programs that can advance their personal and professional goals.Cross-cultural training: Throughout the summer, students engage in activities that are promptintentional reflections on

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

data set, as well aselements of frequency, extensiveness, and intensity within the data. Ideas or phenomena wereinitially identified and flagged to generate a listing of internally consistent, discrete categories(i.e., open coding), followed by fractured and reassembled (axial coding) categories by makingconnections between categories and subcategories to reflect emerging themes and patterns.Categories were then integrated to form grounded theory using selective categorization to clarifyconcepts and to allow for response interpretations, conclusions and event potentially taxonomydevelopment associated with critical features of a “global engineer”. Frequency distribution ofthe coded and categorized data was obtained. The intent of this

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Steven Chingnam Goh, University of Southern Queensland

Tagged Topics

ASEE International Forum

reflections Figure 1. A proposed learning journey for professional engineering programConclusionsThis paper argues the case for the establishment of a global accord for the postgraduatelearning journey of engineers. The establishment of agreements covering educationalqualifications in engineering and competence standards for practicing engineers have resultedin increased engineering mobility and improved global standards. However, the papersuggests that the capability to perform provided by these competencies agreements do not Page 21.3.8ensure the professional development of engineers are complementary and adequate for them

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

leaders had been told that thecompetition was a “must win” project for their business, and the pressure that created appearedto inhibit them from reframing the problem when the design teams got into trouble. Instead, theyresponded to each successive difficulty by making the best of a bad situation. In the end, theleaders realized that they had missed numerous opportunities to press reset, redefine the problem,and move off in a new direction. We called this the “Leadership Box.” Page 21.9.6Finally, the Customer Simulation revealed the problem had one more dimension, one that wasidentified by the acquisition professionals themselves. Upon reflecting

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

with a technical background should acquire the necessary professionalcompetences of an engineering educator. These general professional competences consist oftwo main groups:  Technical expertise  Specific engineering pedagogical competencies.Educational theory offers different lists of competences7. The IGIP concept of engineeringeducational competences is to be summarized as follows:  Pedagogical, psychological and ethical competences  Didactical skills and evaluative competences  Organisational (managerial) competencies  Oral and written communication skills and social competences  Reflective and developmental competencesOther categorizations might operate with the terms “technical expertise

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

. Page 21.39.77. Ang, S. and L. Van Dyne, Handbook of Cultural Intelligence: Theory, measurement and applications. 2008, Sharpe, M.E.: Armonk, NY. p. 391.8. Deardorff, D.K., Assessing Intercultural Competence. New Directions for Institutional Research, 2011. 149.9. Spitzberg, B.H. and G. Changnon, Conceptualizing Intercultural Competence, in The SAGE Handbook of Intercultural Competence, D.K. Deardorff, Editor. 2010, SAGE: Thousand Oaks, CA.10. Hofstede, G., Culture's Consequences (2nd edn.). 2001: Thousand Oaks: Sage Publications.11. Matsumoto, D., Reflections on culture and competence, in Culture and competence: contexts of life success, R.J. Sterberg and E.L. Grigorenko, Editors. 2004, American Psychological

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

of autonomous learning and knowledge management (learning to learn and to use what has had been learned),  connection between theoretical-conceptual learning and learning through action and experiments.Student focused approachFaculty were mentioned in that ministerial guideline for diploma projects only marginal: as far asthey should support the projects they are interested in (and the students are interested in); theirrole lie in the subject competence as background, but mainly in providing assistance withstructuring of planning and decision-making processes, to help with methodological expertise, towork on intergroup dynamic processes and to help with evaluation and reflection

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

graduates approximately 8000 students from three and fouryear engineering bachelor programs well below needs and as such the average age ofengineers in Australia is slowly rising and in 2010 was 42 years 19. Since 2008 there has beenincrease in both offers of places by universities to study engineering and an increase inacceptance of those places 19 reflecting the good job prospects and starting salary of graduatesdue to the economic climate in Australia. Engineering programs also have one of the highestfunding levels per student from the Commonwealth and student fees. For example in 2011universities received AUS$23,154 for an engineering student while a business studentgenerated $10,873 income in comparison. However, engineering and related

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

research in a globalized world will play a significant role in the 21st century to prepare global engineers. In a global campus, students and faculty are thrust into a cross-cultural environment that challenges intellectually the modes of being and the ways of learning. A global engineer often has to face such cross-cultural tension when interacting with people under the context of globalization. Stony Brook University (SBU) in New York has established a global campus, called SUNY Korea, in Songdo, Republic of Korea, which serves as a venue for the preparation of global engineers. With a diverse student body and faculty, SUNY Korea reflects the spirit of globalization in offering an education that requires students to learn not

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

ascertain the general character of the respective Page 21.34.3lexica the Design Team members used in posing questions to their students with an eye towardimproving the Thought Cloud and future professional development activities. Specifically, wewanted to answer the following questions: 1) How did the teachers stack up against one another? 2) Were there any factors that united or separated them? 3) Did their words reflect a shift toward the exposure of student reasoning or did they remain firmly rooted in the delivery of content? 4) In what ways can we characterize words that open a window on students’ minds

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

Engineers for the 21st Century, Royal Academy of Engineering. London UK.5. King, R. (2008) Engineers for the Future: addressing the supply and quality of Australian engineering graduatesfor the 21st century. ACED; Epping, Sydney6. Soundarajan, N. (2004) Program assessment and program improvement: closing the loop. Assessment andEvaluation in Higher Education 29(5): 597-610.7. Jolly, L., Crosthwaite, C., Brown, L. (2009) Building on strength, understanding weakness: realistic evaluationand program review. Proceedings of 20th Annual Conference of the Australian Association for EngineeringEducation: 911-917. Adelaide; AaeE.8. Rogers, P. (2007) Theory-Based Evaluation: Reflection Ten Years On, pp. 63-82 in S. Mathison (ed.) EnduringIssues in Evaluation

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

relevant evaluation forms will be provided. Attire: Business casual.This assignment was designed to encourage the students to appreciate the minerals-materialslinkage, and to go beyond factual information to conceptual understanding and problem-solving.It was to challenge the students to reflect on and think broadly about their work as scientists andengineers. We wanted them to be aware of and appreciate the wider context and the policyimplications of their science and engineering activities. It was also to nudge them towardsviewing themselves as active participants in addressing Africa's science and technologychallenges.In tackling this assignment one of the major obstacles encountered by the students was the greatpressure related to the