Conference Session

International Division (INTL) Technical Session: International Programs and Curricula II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sigrid -- Berka, The University of Rhode Island

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Diversity

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International Division (INTL)

can go in the shop without saying one word, which is interesting. Um, and if you tell people that you talked to a stranger, they're like you're very courageous. Like you're like super amazing. So that's why, when I got back to America, I only kind of got back into the flow of being friendly to other people.Discussion: Expanding prior research on determining individual or program design related factorsthat impact students’ potential to develop interculturally when engaging in long-term studyabroad [16], [9], this study discovered a few more factors that were positively correlated withintercultural growth, adding to the ones already mentioned in prior literature: In the “cognitivedimension”, we found that a long

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pingchien Neo, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

International Division (INTL)

7 Foreign language and international study 7 Engineering 6 Health professions 6 Communications and journalism 5Engineering students face competing priorities and challenges, such as curriculum rigor,compatibility, apathy, perception of the value of international education, and an emphasis inengineering education on practical work experience, that can hinder participation in study abroad[12], [13]. High impact practices in international education such as internships, co-ops, andtechnical research conducted abroad has been shown to have the most significant influence onenhancing global

Conference Session

International Division (INTL) Technical Session #2: Global Engagement

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brad Putman, Bucknell University; Khaled A. Al-Sahili, An-Najah National University; Alia Gilbrecht, An-Najah National University; Karen Bunch Franklin; Shilpa Girish, Clemson University; Fabricio Leiva; Abdelhaleem Khader, An-Najah National University

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Diversity

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International Division (INTL)

toanswering questions based on their present perspective, the post-project survey askedparticipants to answer questions retrospectively. Retrospective survey items asked the students tothink back to before they engaged in this project, reassessing themselves after the completion ofthe project. Additional questions were also developed for this project to measure the students’development of skills related to innovation and problem solving as well as equity and inclusion[22]. Qualitative survey items that allowed a space for students to reflect on their experience aswell as demonstrate their ability to effectively communicate across language barriers were alsoincluded [23]. The survey questions are included in Table 1.Table 1. Global/cultural competency

Conference Session

International Division (INTL) Technical Session #2: Global Engagement

Collection

2023 ASEE Annual Conference & Exposition

Authors

Scott Schneider, University of Dayton; Corinne Mowrey, University of Dayton; Eric Janz P.E., University of Dayton; Erick S. Vasquez, University of Dayton; Homero Murzi, Virginia Polytechnic Institute and State University; Matthew A. Witenstein, University of Dayton; Jeanne Holcomb, University of Dayton

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Diversity

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International Division (INTL)

-week immersion experience focused ontechnical work in a marginalized community through partnerships with long-term internationalNGOs. The in-class work focuses on cultural immersion preparations and developing anunderstanding of community engaged design principles. This course content and the associatedimmersive experience have a significant impact on developing the global engineeringcompetencies of students, as found through a formal assessment process [31], [32]. However,this course, like study abroad programs, is not accessible to a large number of engineeringstudents because of travel costs and the duration of the international immersion experience andits impact on the tightly sequenced engineering curriculums and internship/co-op

Conference Session

International Division (INTL) Technical Session #3: Student Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, ThatStatsGirl; Racheida S. Lewis, University of Georgia; Indrani Sen, Georgia Institute of Technology; Columbia Mishra, Maxar Technologies ; Mona Mona; Venkata Sai Naveena Bathula, SWE

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Diversity

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International Division (INTL)

trajectories, student motivation, and learning. Sreyoshi has been recognized as a Fellow at the Academy for Teaching Excellence at Virginia Tech (VTGrATE) and a Fellow at the Global Perspectives Program (GPP) and was inducted to the Yale Bouchet Honor Society during her time at Virginia Tech. She has also been honored as an Engaged Ad- vocate in 2022 and an Emerging Leader in Technology (New ELiTE) in 2021 by the Society of Women Engineers. Views expressed in this paper are the author’s own, and do not necessarily reflect those of organizations she is associated with. Learn more about Sreyoshi’s impact - www.ThatStatsGirl.comDr. Racheida S. Lewis, University of Georgia Dr. Racheida S. Lewis, Ph.D. is an Assistant Professor

Conference Session

International Division (INTL) Technical Session #2: Global Engagement

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meredith Blumthal, University of Illinois at Urbana - Champaign; Gretchen M. Forman, University of Illinois at Urbana - Champaign; Juliana Roznowski; Hannah Dougherty, University of Illinois at Urbana - Champaign; Ernest-John Ignacio, University of Illinois at Urbana-Champaign; Molly H Goldstein, University of Illinois at Urbana - Champaign; Brian Woodard, University of Illinois at Urbana - Champaign

Tagged Divisions

International Division (INTL)

“Develop ways to give back to your community,” ZJUI improved their abilitymore than the Grainger sections in 2021, but no significant difference was identified by semesterwithin each section. Finally, there were no significant differences between the two universitysections regardless of semester when it came to the learning outcomes “Ask compellingquestions” or “work in diverse teams.”4. Summary and Conclusions COIL courses were first implemented in Fall of 2020. Through continued implementationand improvement of this survey tool, a stronger sample set can be constructed to betterunderstand the impact that COIL projects in engineering courses have on student learningoutcomes. The Cultural Competency Scores were likely higher in the pre

Conference Session

International Division (INTL) Technical Session #5: Best Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University

Tagged Divisions

International Division (INTL)

, inclusive, industry-specific, and increasingly visualEngineering Communication is necessary to enable technology adaptation throughdocumentation, visuals, and verbal interaction. This field produces content necessary forbusiness and engineering success. A redesigned EC course that is sensitive to the recenttechnological pivot toward remote work, VR, and AI-assisted tasking should accomplish anexpanded set of tasks, while providing students with novel tool exposure [34-36]:1. Focus on audience’s values and preferencesEC can add value to the organization by providing support through structured and high-qualitydocumentation. Think of the end – did the audience learn or take away what was expected? Anengineer’s solution or innovation has reduced impact

Conference Session

International Division (INTL) Technical Session #2: Global Engagement

Collection

2023 ASEE Annual Conference & Exposition

Authors

Seth D. Mallett, Metropolitan State University of Denver; Jeno Balogh Ph.D., Metropolitan State University of Denver; Marcus Juby, University of Pécs, Faculty of Engineering and Information Technology ; Zoltan Orban, University of Pecs Faculty of Engineering and Information Technology

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International Division (INTL)

frame a workshop?", and "How do you set up and clarify the goals of a meetingwhere you want to engage diverse stakeholders?". Based on real case studies students get theopportunity to practice these skills.Module 2: Sustainable Structures / Sustainable Structures, Construction Materials, andTechnologiesStudents are introduced to various sustainable construction materials and technologies that areresource efficient and minimize impacts on the environment. This course is subdivided into twomain themes: Sustainable Structures and Construction Technologies and SustainableConstruction Materials. Within the first theme, the course will cover topics such as sustainableconcepts in structural design, functional and structural lifespans, design for

Conference Session

International Division (INTL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Francisco Coronado; MiguelAndres Andres Guerra P.E., Universidad San Francisco de Quito USFQ

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Diversity

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International Division (INTL)

pedagogies for STEM courses as a tool for innovation, and assessing engineering students’ agency to address climate change. Currently, MiguelAndres is working on a framework to support and conduct undergraduate research.David Francisco Coronado David Francisco Coronado Soria is a civil engineering graduaded at Universidad San Francisco de Quito with experience in research, teaching, and construction. His work focuses on sustainable design, structural analysis, and community development. He has collaborated on scientific publications, worked as a teaching assistant, and led engineering projects with social impact through Engineers Without Borders. He is now a candidate for a Master in Structural Engineering at the

Conference Session

International Division (INTL) Technical Session #2: Global Engagement

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pritpal Singh, Villanova University; Agnes Nakimana; Chris Clement Igiraneza

Tagged Divisions

International Division (INTL)

center.While there are several examples of master’s level programs in sub-Saharan African universities, thereare relatively few undergraduate renewable energy programs offered at universities in this region of theworld. In a recent paper in the Cleaner Engineering and Technology journal, authors from four differentuniversities in Nigeria conducted a survey of undergraduate engineering students at two universities inNigeria – the University of Ibadan and the University of Benin - on their perceptions and awareness ofrenewable energy and the environmental and climate change impacts of burning fossil fuels [7]. Theresults of the surveys showed that 76% of respondents agreed that renewable energy was not part oftheir undergraduate course work. Furthermore

Conference Session

International Division (INTL) Technical Session #6: World-class STEM Leader

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lauren Mottel; Lauren Shipp; Menansili Abraham Mejooli; Ghodeejah Higgins; Maleshigo Mabye; Hannah Christine Watkins; Kimberly L. Bothi; Kathryn Alexa Jackson; Julie Carol Karand, University of Delaware

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Diversity

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International Division (INTL)

% ofstudents felt they expanded their cultural competency (Figure 3A). This reported increase inconsideration of end-users also extends to self-reported changes in overall design perspective,with approximately 40% of students stating the importance of collaborating with end-users whendesigning (Figure 3B). Furthermore, when students were polled on whether this workshop had animpact on their plans going forward, approximately 57% of students reported that they wished tolook into researching or working abroad, and 29% of students planned to study abroad (Figure3C). Overall, across open-ended survey questions, there were strong trends in being able toeffectively communicate and work with end users to solve complex global engineering problems,as well as

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sandra Jennina Sanchez, Florida International University; Jose Daniel Ballen; MILTON JANUARIO RUEDA VARON, Universidad Ean; Douglas Lee Robertson, Florida International University

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Diversity

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International Division (INTL)

is consistent with the fact that students are exposed to sustainability issues as they proceedthrough their studies, leading to greater knowledge of this topic. The results are valuable becausethey point out the significant importance of designing sustainable global courses in academicengineering programs. To the extent that HEIs incorporate and assess sustainability learningoutcomes into curriculum, the future generations of leaders will promote a more sustainablefuture.Key words:Education for Sustainable Development, Sustainability Literacy, ESD, Sustainabilitycompetencies, sustainability learning outcomes, sustainability knowledge, environmentalliteracy.1. IntroductionHigher Educational Institutes (HEIs) have a significant impact on

Conference Session

International Division (INTL) Technical Session #5: Best Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Steven Ghambi, Malawi University of Business and Applied Sciences; Ashley Rae Taylor, Rice 360 Institute for Global Health Technologies; Joseph Chikaphonya Phiri, Malawi polytechnic; Justin J. Henriques; Joseph Towles, Swarthmore College

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Diversity

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International Division (INTL)

in supporting student learning.Instead, strong evidence exists to support the positive impacts of active learning (AL) on bothachievement of learning outcomes and student retention (Davis & Yadav, 2014; Kolmos & DeGraaff, 2014; Lichtenstein et al., 2014). Grabinger and Dunlap (2011) define rich environmentsfor active learning according to the following criteria: ● “evolve from and are consistent with constructivist philosophies and theories; ● promote study and investigation within authentic (i.e. realistic, meaningful, relevant, complex, and information-rich) contexts; ● encourage the growth of student responsibility, initiative, decision-making, and intentional learning; ● cultivate an atmosphere of

Conference Session

International Division (INTL) Technical Session #3: Student Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel Ifeoluwa Adeniranye, Florida International University; Bruk T. Berhane, Florida International University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

those (Blackstudents) previously researched in the literature. Furthermore, how these Nigerian engineeringstudents leverage their unique cultural knowledge and navigate new experiences of racializationwithin engineering communities in ways that may impact their educational graduate experienceswill be explored. Given the understudied nature of this work, we focus on expounding on andhighlighting the experiences of one unique Nigerian engineering student through an in-depthnarrative inquiry. Scholarly attention to a “small n size” unique story amasses greater account[47]. This will give voice to previously unheard experiences and lay a theoretical foundation forfuture work focusing on WAFR engineering students in engineering.3. Theoretical

Conference Session

International Division (INTL) Technical Session #1: Global Competency

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ruben Vega-Valenzuela, Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile; Gonzalo Aguila, Universidad Andres Bello, Santiago, Chile

Tagged Divisions

International Division (INTL)

those communities impacted by their work, sotheir training must meet international standards to ensure success. The Washington Accordsets the criteria for competent and future-ready engineering graduates, emphasizing lifelonglearning, problem-solving, research, engineering practices, and digital skills. However,studies reveal disparities between current engineering education and the evolving needs of thefield. This study aims to identify perceptions held by industrial engineering students,graduates, and faculty members at a private university in Chile on the existing gaps in theirtraining, compared to the competencies outlined in the Washington Accord. Aiming to reducethese through a transformation in the teaching practice of industrial

Conference Session

International Division (INTL) Technical Session #6: World-class STEM Leader

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel Cartuche; Miguel Andres Guerra, Universidad San Francisco de Quito USFQ; Homero Murzi, Virginia Polytechnic Institute and State University

Tagged Divisions

International Division (INTL)

in stressful situations due touncertainty in education [11], [33], these changes negatively affected the mental healthand socialization of users [34], factors that have an impact on possible changes in termsof the culture of post-pandemic and pre-pandemic groups.Institutional ContextThe present research was conducted at the Universidad San Francisco de Quito USFQ,the first liberal arts university in Latin America located in the capital of Ecuador, Quito.It was founded in 1988 and was recognized by the Ecuadorian government in 1955[9],[35]. According to the QS University Ranking, USFQ is ranked #1 in Ecuador and#60 in Latin America [19]. The university has minority programs and awardsscholarships to more than one hundred students from ethnic

Conference Session

International Division (INTL) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Md Sakib Ullah Sourav, Shandong University of Finance and Economics, China; Cristina Diordieva, Nanyang Technological University; Ribhav Galhotra, Nanyang Technological University, Singapore; Shahid Md. Asif Iqbal, Premier University, Chattogram, Bangladesh

Tagged Divisions

International Division (INTL)

31). Engage to excel: Producing one million additional college graduates with degrees in science, Technology, engineering, and mathematics. report to the president. Executive Office of the President. https://eric.ed.gov/?id=ED54151114. S. Venkatesh, E. W. Fong and I. H. Yeter, "Investigating Ethics in an Undergraduate Design Thinking Project: The Stanford EDIPT Framework Approach in Southeast Asia," 2022 IEEE Frontiers in Education Conference (FIE), Uppsala, Sweden, 2022, pp. 1-5, doi: 10.1109/FIE56618.2022.9962748.15. Verdin, D., & Godwin, A. (2015, October). First in the family: A comparison of first- generation and non-first-generation engineering college students. In 2015 IEEE Frontiers in Education Conference

Conference Session

International Division (INTL) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jorge Ivan Rodriguez-Devora, University of Georgia; David Emory Stooksbury, University of Georgia; John Ray Morelock, University of Georgia; Sonia J Garcia, University of Georgia; Animesh Paul, University of Georgia; Deborah Moyaki, University of Georgia

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Diversity

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International Division (INTL)

, the studentsdeveloped professional skills necessary for working on international engineering projects,and students developed greater international engineering awareness and confidence inworking in a global environment. Courses like the one presented herein offeropportunities for students to collaborate internationally without the financial and timecommitment of regular study abroad programs. The authors aim to continue the researchon understanding the impact that this type of course can have as an intermediatealternative to immersive programs. Keywords – Bilingual, International, Zoom, Engineering Identity, ProfessionalSkills, International Engineering I. INTRODUCTIONEducating engineers to work on

Conference Session

International Division (INTL) Technical Session: Assessment and Accreditation, Globalization without Travel

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bradley J. Putman, Bucknell University; Khaled A. Al-Sahili, An-Najah National University; Abdelhaleem Khader, An-Najah National University; Alia Gilbrecht, An-Najah National University

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Diversity

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International Division (INTL)

inequality, ignoring communityquestions and concerns, or failing to consider the consequences of communities when assessingprogram success [14]. The research tested CC with 150 students in two US universities through asurvey consisting of 46 items that capture systems of oppression in civil engineering throughthree indicators (Critical Reflection: Perceived Inequality; Critical Reflection: Egalitarianism;and Critical Action: Sociopolitical Perception). The study highlighted that such an instrumentcan also be used to assess ABET SOs 2 and 4.Baideme et al. conducted an evaluation on how group learning impacted the curriculum andcourses across junior- and senior-level environmental engineering courses at 14 institutions,considering ABET SO 5 which

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City University of New York, City College

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Diversity

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International Division (INTL)

, Civil Engineering,Chemical Engineering, Electrical Engineering and Ethno-Botany. From 2009 until the onset ofthe covid-19 pandemic, a total of sixty-one US students participated in the Colombia basedprograms, with twenty in Cali at Uni Del Valle and forty-one in Cartagena at Uni Cartagena andUniversity of San Buenaventura Cartagena. The paper will cover the inception and developmentof both project sites, the different approaches to Global Engagement, the best practices,outcomes, program duplication, career outcomes of participants, and post covid-19 opportunities.Introduction - U.S. Students Studying AbroadThe integration of a Study Abroad/International Research internship at the undergraduate andgraduate level is increasingly being seen as a

Conference Session

International Division (INTL) Technical Session #1: Global Competency

Collection

2023 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University

Tagged Divisions

International Division (INTL)

and workplace environments,” 2008.[4] B. V. Mansilla and A. Jackson, “Educating for Global Competence: Learning Redefined for an Interconnected World,” in Educating for global competence: Preparing our students to engage the world, ASCD, 2013, pp. 1–24.[5] ABET, “Criteria for Accrediting Engineering Programs, 2022 – 2023,” 2021. https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering- programs-2022-2023/ (accessed Feb. 08, 2023).[6] M. Piacentini et al., “Preparing our Youth for an Inclusive and Sustainable World,” 2018.[7] K. Davis and D. Knight, “Impact of a Global Engineering Course on Student Cultural Intelligence and Cross-Cultural Communication,” Journal of

Conference Session

International Division (INTL) Technical Session #1: Global Competency

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patrick Tunno; Dr. Angela Rothrock, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University; Christine B. Masters, Pennsylvania State University

Tagged Divisions

International Division (INTL)

assignment that requires personal reflection on theglobal engagement experience as well as thoughtful consideration for the transfer of these newlydeveloped skills to their academic and professional communities. The Forum on EducationAbroad’s Standards of Good Practice for Education Abroad, 6th edition [11] (Table 1) informsthe pre-departure course’s learning objectives (Table 2).Table 1: Summary of the Forum on Education Abroad Standards for Good Practice for EducationAbroad, 6th edition [11] Before Program 1. Responsible parties shall prepare all students to be successful abroad throughout the program design, outreach, advising, application, and pre-departure processes. 2. Responsible parties shall communicate the value of education

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Loay Al-Zube, University of Mount Union

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Diversity

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International Division (INTL)

Innovation:Course Vision: Our Global Engineering course is deeply rooted in the vision and values of theSchool of Engineering at the University of Mount Union. The School of Engineering is committedto providing a holistic engineering education that prepares students for the challenges of aglobalized world while fostering their leadership and communication skills. Our institution's visionfor engineering education is encapsulated in our four pillars of engineering education, which areguided by the National Academy of Engineers' principles [3] and Mount Union's tradition as aliberal arts institution. These pillars are: 1. Providing Extensive Hands-On Real-World Engineering 2. Nurturing Global Engineering Competence 3. Integrating Engineering

Conference Session

International Division (INTL) Technical Session #3: Student Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Manuel José Alejandro Baquero-Sierra, Purdue University at West Lafayette (PPI); Cristián Eduardo Vargas-Ordóñez, Purdue University at West Lafayette (COE); Jacqueline E McDermott; Stephen Mark McBride, Purdue University

Tagged Divisions

International Division (INTL)

emotion, Engagement, Relationships, Meaning, andAccomplishment) to assess the factors of flourishing and well-being of the GESs and determinethe impact of the components mentioned above. We plan to apply the refined survey versionduring the spring semester of 2023. The results will help identify the needs and resources ofGESs and their social determinants. Additionally, it will allow the design of programs,workshops, or events that the engineering faculty of Purdue University could create to supporttheir GES.IntroductionInternational students are a significant workforce in the United States (U.S.) academy. In theUniversity setting, the growth rate of domestic students is expected to be 0.2%, while that ofinternational students is 6%. In addition

Conference Session

International Division (INTL) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fanyu F Zeng, Indiana Wesleyan University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

and areas for improvement. • Encourage Peer Support: Foster a collaborative learning environment by encouraging the formation of study groups. Peer support can help students meet academic expectations.Addressing students' academic expectations often involves clear communication, supportservices, and fostering a positive and inclusive learning environment. By actively engaging withstudents and providing the necessary resources, instructors can help students from India navigateacademic challenges and work towards meeting their expectations.Before we can serve students for their academic needs and help them achieve their academicgoals, it is better to study the problems we often have. Based on collected data over one year ofteaching 5

Conference Session

International Division (INTL) Technical Session: Cultural Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Jennifer Creamer, Robert Morris University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

and online courses is offered in the fall and spring semesters meeting the federalguidelines. In addition, courses are also offered in the summer for students who want to catch upor finish early. First time students are registered into appropriate courses by the admissions or theregistrar’s offices. Continuing students are advised by their advisors on the courses they shouldregister for. Our international office known as the Center for Global Engagement (CGE) reviewseach student's schedule to see if it meets federal guidelines. In the event it did not, students areinformed and a schedule change performed.In programs where a large number of students are expected to be accepted, administrators workearly on in offering adequate sections of the

Conference Session

International Division (INTL) Technical Session: Diversity, Equity and Inclusion

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maimuna Begum Kali, Florida International University; Debalina Maitra, Arizona State University; Sreyoshi Bhaduri, ThatStatsGirl; Lilianny Virguez, University of Florida

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

senseof belonging, institutions can help international students feel more connected and engaged withtheir academic community. Furthermore, providing resources that cater to the unique needs ofinternational students, such as language support and cultural orientation programs, cansignificantly enhance their academic experience. These resources not only aid in their transitionto a new academic environment but also empower them to excel in their studies and becomeactive contributors to the academic community.Within a university, peers and faculty are often the closest contact points for most internationalstudents. Literature notes the language barrier as one of the barriers to positive interactions.However, it is to be noted that sometimes the

Conference Session

International Division (INTL) Technical Session #1: Global Competency

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sandra Jennina Sanchez, Florida International University; Milton Januario Rueda; Douglas L. Robertson, Florida International University

Tagged Divisions

International Division (INTL)

Education (PRME) that provides a global networkto promote sustainability and corporate social responsibility. After the construction of its mostrecent building, based on the C2C architectural design method, the university has achievedcertification in the gold category of the LEED program.The university has more than eleven thousand students of which more than three thousand areenrolled in engineering programs at the undergraduate, master, and doctoral level. It iscommitted to fostering a community that thinks globally and acts locally in favor ofsustainability. Education for sustainability is embedded in the organizational culture andpromoted into curricula at the different educational levels.ResultsStatistical analysis was performed using software

Collection

2024 ASEE Annual Conference & Exposition

Authors

Patrick Joseph Tunno, Penn State University; Lori Miraldi, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

International Division (INTL)

comfort zones to create impactfulinteractions,” including when they interacted with local students. The faculty leader noted thatwhile this was successful during this iteration, it will depend on the personalities of the students.“If your group is shy or reticent, this could fall flat.” However, the faculty leader felt thatintentional community building might allow students to safely depart their comfort zones andlead to more valuable genuine experiences.Beyond the student impact, the in-country faculty described how the shift to remote guidanceimpacted their work and the program. It was noted that “having the language/ culture facultyvirtual demanded significantly more time and energy from the in-country faculty.” The in-country faculty had to

Conference Session

International Division (INTL) Technical Session #6: World-class STEM Leader

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lina Zheng, Beihang University; Yu Han; Ruilin WU; Jianglong Zhang; Ye Jinxin; Zijiao Jiang

Tagged Divisions

International Division (INTL)

,innovationsonlongerremaininacademicdisciplineswiththeirownbodyofknowledgebenefitofsuchcommunity. Regarding the students, they are able to integrate their curricular learning and projectexperiencestoimprovetheirsystematiclearningexperiencesandfacilitateholisticdevelopment.However,an approach is needed when engaging students in the community, in this sense, we introduce theintegrativelearningtohelpthedevelopmentofstudents’remixingcompetenceintermsofintegratinguniversity-industrycooperationandstudents’regularcurricularstructure.Integrativelearningconsiderstheflexibilityandmobilityoflearningintheknowledgesociety,aimingatfacilitatingthecompetenceofconnectingandintegrating,aswellasthepassioninlearningwithamoreintentional,deliberative,andreflexive stance (Huber & Hutchings,2004). We argue that new areas of knowledge are