Conference Session

International Division Technical Session 9

Collection

2014 ASEE Annual Conference & Exposition

Authors

Svetlana Levonisova, University of Southern California; Shaobo Huang, University of Southern California; Scott C Streiner, University of Pittsburgh; Sydnie Cunningham Cunningham, The University of Tulsa; Gisele Ragusa, University of Southern California; Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Cheryl Matherly

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solving technical problems) 2. International professionalism (ability to articulate global engineering practices in general and how their career as a future engineer impacts engineering practices globally) 3. World view 4. Critical thinking 5. ResourcefulnessInternational ≥3 1. Understanding of the political, monetary, and fiscal constraints in differentContextual regions and countries for R&D, manufacturing, import/export, sales, etc.Knowledge 2. Knowledge of world geography 3. Knowledge of social/cultural

Conference Session

International Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Deborah Walter, Rose-Hulman Institute of Technology; Megan Diane Lavery, Engineering World Health; Benjamin Fleishman, Engineering World Health

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research, Passow and Passow[2] found that ‘Technical competence is inseparably intertwined with effective collaboration’.That is, communication and collaboration skills are just as important as problem solving skills tothe engineering process.Increasingly, educators and industrial leaders have recognized that engineering students also arequire a new set of skills to be successful in solving global problems that have developed in aninterdependent world [3]. Parkinson et al [4], has described 13 specific skills or abilities ascollectively “global competencies”. Among the most important of these skills are: 1) an ability to appreciate other cultures, 2) an ability to work proficiently within a team of ethnic and cultural diversity

Conference Session

International Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Siqing Wei, Purdue University; Daniel M. Ferguson, Purdue University; Matthew W. Ohland, Purdue University; Behzad Beigpourian, Purdue University

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and 21.3% of that group chose to pursue Engineeringdisciplines [3].International students tend to face different but significant academic challenges and they tend tobe more actively engaged in educational pursuits compared with domestic students [7] – [10].Research on student activities outside classes also indicate that there is little interaction betweendomestic and international students [10] – [14]. The lack of social interaction between domesticand international students is also mirrored by similar divisions between ethnic minority andmajority ‘domestic’ student groups [10], [15].Comprehensive Assessment of Team Member Effectiveness (CATME) is a validated tool thatassesses the members in a team on a set of behavioral dimensions by

Conference Session

International Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Guoyang Zhang; Jiabin Zhu, Shanghai Jiao Tong University; Yang Da Wei

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; ChineseuniversitiesIntroduction The landscape of international student mobility in global higher education hasbeen changing over the last two decades. In addition, the countries (e.g. China,Singapore, and Malaysia) that have large study-abroad student populations are nowtaking an increasingly large market share of global higher education and are attractinga mass of international students [1]. As shown in the Global Mobility Trends, a reportreleased by the Institute of International Education, Mainland China has taken up a 10%market share in 2016, as the third-largest destination for international students [2]. Topfive countries that have sent international students to study in China in 2016 includeSouth Korea, the US, Thailand, Pakistan, and India [3]. In 2016

Conference Session

International Division Technical Session 9

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven H. Billis, New York Institute of Technology; Nada Marie Anid, New York Institute of Technology; Marta A Panero, New York Institute of Technology

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International

ensure that thefollowing ABET Student Outcomes (SOs)3 were met: an understanding of professional andethical responsibility (f); the broad education necessary to understand the impact of technicalsolutions in a global, economic, environmental, and societal context (h), and a knowledge ofcontemporary issues (j). It also offered an opportunity to focus on the following elements of aglobal perspective: • demonstrate a familiarity with current trends in a variety of technical fields and contemporary issues inside/outside their own discipline and the historical aspects associated with technical solutions. Discuss, and summarize, their impacts at global, national, state and local levels. (SOs h, j) • evaluate solutions, or

Conference Session

International Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Walter McDonald, Virginia Tech; Daniel S. Brogan, Virginia Tech; Vinod K. Lohani, Virginia Tech; Gopalkrishna H. Joshi, KLE Technological University; Ashok S. Shettar, KLE Technological University

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curricula for introducing the LEWAS into multiple courses at Virginia Western Community College and Virginia Tech. He also has international collabora- tion experience in first-year course development, engineering education research, and real-time watershed monitoring.Mr. Daniel S. Brogan, Virginia Tech Daniel S. Brogan is a doctoral candidate in the Department of Engineering Education at Virginia Tech. Working under Dr. Vinod K. Lohani, he has had a leading role in the development and implementa- tion work of the Learning Enhanced Watershed Assessment System (LEWAS) Lab for more than three years. His dissertation research involves the development and classroom integration of the Online Wa- tershed Learning System

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steve Muench P.E., University of Washington; Ashley Ann Thompson, University of Washington/PCS Structural Solutions; Sheryl Brandalik

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infrastructure as well as contacts can assist program development. • Involve several faculty. “Programs built around a single faculty member and his or her international connections are fragile and typically fail when that individual loses interest or moves.”14. • Prepare students before they go. Weekly seminars or other training sessions beforehand.SummaryThis literature review is used to inform our development and delivery of Engineering Rome.Specifically, the following concepts are used: • User experiential learning theory to guide class structure. • Global competence is the likely main benefit of the program. • Meaningful outcomes can be obtained at all the typical study abroad durations. • It can be

Conference Session

International Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sheila Reyes Guerrero, Universidad de las Américas Puebla; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

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students, and building rigorous research capacity in science, engineering and technology education. Page 24.204.1 c American Society for Engineering Education, 2014 Assessing Metacognition During Problem-Solving in Two Senior Concurrent CoursesAbstractMetacognition refers to people’s abilities to predict their performances on various tasks and tomonitor their current levels of mastery and understanding1. Flavell2, 3 distinguished twocharacteristics of metacognition: knowledge of cognition (KC) and regulation of cognition (RC).KC includes knowledge of the skills

Conference Session

International Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney Pfluger, Northeastern University

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, and economic issues related toimplementation of sustainable energy technologies.3. Demonstrate outcomes 1 and 2 through collaborating, designing, and presenting on innovativeengineering ideas to solve issues related to the Global Grand Challenges as they relate tosustainable energy.The program met these desired student learning outcomes in three ways: 1. course lectures anddiscussions on technical, environmental, socio-cultural, and economic issues technologies; 2. sitevisits to companies, discussing operation, economic, environmental and political impacts, and 3.performing a project with Brazilian Students and Local Government Liaisons or Companies todeeper understanding of the cultural context with implementing sustainable energies.When the

Conference Session

International Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City College of the City University of New York; Julianne Vernon, Vanderbilt University; Claudia Ventura

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:10.1002/job.430[4] C.-P, Lin, & Y. -F. Chen. Modeling Team Performance. Journal of Leadership & Organizational Studies. 2015; 23(1), 96–107.doi:10.1177/1548051815616252[5] L. Melita Prati, C. Douglas, G. R. Ferris, A. P. Ammeter, M. R. & Buckley. Emotional Intelligence, Leadership, Effectiveness, and Team outcomes. The International Journal of Organizational Analysis, 2003; 11(1), 21–40.doi:10.1108/eb028961.[6] J. Fransen, P. A. Kirschner, & G. Erkens. Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness. Computers in Human Behavior, 2011;27(3), 1103–1113.doi:10.1016/j.chb.2010.05.017[7] S. Mohammed, B. C. Dumville. Team mental models in a team knowledge

Conference Session

International Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mariana Leandro Cruz, Delft University of Technology; Gillian N. Saunders-Smits, Delft University of Technology

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development of competencies required by industry. More specifically, they willbe used as a starting point for developing and implementing curriculum elements aimed atenhancing competency levels of students at a Dutch university of technology and itsEuropean partners in the European project funding this research.Keywords Transversal competency level, preparing for practice, engineering education,questionnaireINTRODUCTIONThe globalization and the great change in technology of the 90s have posed differentdemands on the engineering profession. This shift has resulted in the industry seekinggraduates equipped with both technical and non-technical competencies [1]. In this study,the latter is named transversal competencies and defined as "skills, values

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julia Ziyatdinova, Kazan National Research Technological University; Artem Bezrukov; Petr Osipov; Phillip Albert Sanger, Purdue University, West Lafayette; Vasiliy Grigoryevich Ivanov, Kazan National Research Technological University

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milestone in Julia’s career was the position of the Chair of Department of Foreign Languages for Professional Communication in 2007, when she took over all the responsibilities related to foreign language training at Kazan State Technological University. The teaching and research priorities of her department were then focused on professional and intercultural communication for students in a technical university, professional translation and creation of foreign language environment at a university. Because of her talents and activities, Julia became one of key figures in university international life. When Kazan State Technological University obtained the new status of a National Research University and

Conference Session

International Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Qunqun Liu, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University; Bo Yang

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International

undergraduate students from an international joint program in China. Preliminaryresults suggest that diverse factors as related with the international teaching and learningenvironment are closely associated with students’ epistemic thinking. Future studies areproposed to explore other potential factors within international collaborative programs thatare associated with engineering students’ epistemic thinking.IntroductionInternational collaboration has become a global trend. To facilitate global education andresearch collaboration, Chinese universities have launched multiple internationalcollaborative initiatives in the higher education system, especially in the realm of engineeringeducation [1, 2, 3].International collaboration in engineering

Conference Session

International Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kacey D Beddoes, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

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competency categories identified by Jesiek et al.,34 in particular technical coordinationand navigating ethics, standards and regulation. He found that his engineering designknowledge did not carry over to his new national context.Thirdly, some participants used the assumption that engineering knowledge is the same in everycountry and across time as a centrally justifying element in their personal epistemologies. Theywould acknowledge the apparent value of more sophisticated beliefs about knowledge, butargued that, based on the international commonality of engineering knowledge, sufficientlytechnical knowledge is “just true” and does not change across contexts. This suggests that ifstudents were taught about the historical, sociological and

Conference Session

International Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Zupeng Zhou, Guilin University of Electronic Technology; Charles Pezeshki, Washington State University

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International

have the obligation to accept student todo practice. Reference 23 illustrates that on the company side they also need to develop a formal rules andregulations to educate EETP students when they are doing practice in the companies. In reference24, the author describes the importance of internationalization of EETP. Three main ways toreinforce internationalization efforts: 1. send the teachers to study abroad and invite foreignteachers to come to China; 2. send students to study abroad and do practice in companies abroad;3. find similar international environmental in China and let the students do practice at there, forinstance, the international companies built in China. The author points out the third way may bemore realistic since it is money

Conference Session

International Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Tech; Lilian Katherine Sanchez, National University of Táchira; Bianey Cristina Ruiz Ulloa, National University of Táchira

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, the graduation profile wasdisaggregated in terms of the expected learning outcomes and analyzed based on the competencymodel of Spencer and Spencer [20]. The authors divide competencies in terms of technical(specific), and attitudinal (generic), all having a direct influence in the motivation of anindividual to act and respond to different situations. When the profile based on this model, eachof the elements of the profile were disaggregated and classified among seven (7) technicalcompetencies and three (3) attitudinal ones.The technical skills and techniques that industrial engineering interns must master and applybased on the graduation profile learning outcomes are:1. Conceive, design, plan, execute, evaluate and improve production systems

Conference Session

International Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Innovation Centre; Jayantrao Bhaurao Patil, R. C. Patel Institute of Technology, Shirpur, India; Pramod Jagan Deore, R. C. Patel Institute of Technology, Shirpur, India.

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; Information Technology at the North Maharashtra University, Jalgaon, India. Jayantrao’s research interests include Web caching, Web Prefetching, Web data mining, Biometrics, and digital watermarking. He is the author/co-author of over 10 papers in refereed journal publications and over 10 papers in conference proceedings. He is also associated with many international conferences like ICICT 2014 at Chengdu, China, ICICT 2013 at New Delhi, India, and DNCOCO 2007 at Port of Spain, Trinidad and Tobago as a Session Chair and Program Committee Chair.Dr. Pramod Jagan Deore, R. C. Patel Institute of Technology, Shirpur, India. Pramod Deore is Professor of Electronics and Telecommunication Department at the R. C. Patel Institute

Conference Session

International Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jiabin Zhu, Shanghai Jiao Tong University; Yaxin Huang, Shanghai Jiao Tong University; Chen Bing, Shanghai Jiao Tong University; Zhinan Zhang, Shanghai Jiao Tong University

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of Engineering at Peking University, College of Engineering and Science atHuazhong University of Science and Technology, College of Modern Engineering andApplied Science at Nanjing University and so on. These engineering schools providemulti-faceted and multi-channeled funds for undergraduate engineering students totake international project internships, short-term international exchange programs, andfinish their capstone design projects overseas. Moreover, a number of engineeringschools in China adopt a “3+2” or “3+1+1” [12] dual-degree/joint degree collaborativeeducation to cultivate engineering talents by cooperating with overseas universities,providing opportunities for engineering students to study at home and then abroadduring their

Conference Session

International Division Technical Session 7

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ivan E. Esparragoza, Pennsylvania State University, Media; Sheila Katherine Lascano Farak, Universidad Técnica Federico Santa María ; Jared Roberto Ocampo, Universidad Tecnológica Centroamericana; Roberto Viganò, Politecnico di Milano; Jorge W. Duque-Rivera Duque-Rivera, Escuela Superior Politécnica del Litoral; Carlos A. Rodriguez, EAFIT University

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the Americas. He is actively involved in the International Division of the American Society for Engineering Education and in the Latin American and Caribbean Consortium of Engineering Institution (LACCEI) as Vice-President for Meetings and in the International Federation of Engineering education Societies (IFEES) as VP for the Americas and First VP.Dr. Sheila Katherine Lascano Farak, Universidad T´ecnica Federico Santa Mar´ıa Sheila Lascano is an Assistant Professor of Mechanical Engineering at Universidad T´ecnica Federico Santa Mar´ıa in Santiago, Chile. Her research interests are in Biomaterials and Design. She is currently working in a Project to assess global competencies in multinational collaborative design

Conference Session

International Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Martin Edin Grimheden, Royal Institute of Technology (KTH)

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International

Paper ID #10082Creating an International Profile of a Degree Program in Mechanical Engi-neeringDr. Martin Edin Grimheden, Royal Institute of Technology (KTH) Martin Edin Grimheden is an associate professor in Mechatronics at KTH, Royal Institute of Technology, Stockholm, Sweden, and head of the Mechatronics and Embedded Control Systems Division. Martin Edin Grimheden is also Program Director of the KTH Degree Program in Mechanical Engineering. Page 24.331.1 c American Society for Engineering

Conference Session

International Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Holt Zaugg, Brigham Young University; Spencer P. Magleby, Brigham Young University; Timothy L Elliott, Brigham Young University; Alan R Parkinson, Brigham Young University; Gregg Morris Warnick, Brigham Young University

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student biases and misconceptions areexposed and a broader perspective is gained of the world in which we live and work [2, 3, 4, 5]. Inrecent years there has been a significant increase in the number of engineering-specificinternational programs reflecting the increasing globalization of the engineering enterprise.As engineering educators one might ask if engineering students learn differently on study abroadprograms than do students in other majors? And, if so, what implication does this have indeveloping and conducting these programs? The field of international education has, for sometime, sought to find ways to adequately assess international programs [3]. There is a consensus inmuch of the literature that studying abroad can have a positive

Conference Session

International Division Technical Session 6

Collection

2016 ASEE Annual Conference & Exposition

Authors

Luis Alfredo Martins Amaral, University of Minho - ALGORITMI; Rosa Maria Castro Fernandes Vasconcelos, Universidade de Minho; Magda Oliveira Pinheiro, University of Minho

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Admitted 59% 59% 59% 58% 60% 60% 58% 57% 57%Table 3 presents the data related to applicants admitted by field of Education and Training. Asit can be verified, Engineering and related Technical fields is a field with a high admissionrate, when compared to the remaining fields.Table 3 – Applicants admitted in the Fields of Education and Training (CNAEF). Fields of Education and 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Training (CNAEF) Major Groups Science, Mathematics and 3851 3270 3380 3181 3205 2945 3186 3819 4238 4207 Computer Science Engineering

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ang Liu, Univ of Southern California; Yun Dai; James R. Morrison, KAIST, ISysE; Stephen Y. Lu, University of Southern California

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’ contributions to the project works.A one way analysis of variance is performed to compare the two sets of samples. Based on thepeer assessment outcomes, we intend to compare different aspects of team effectiveness betweenglobally distributed teams and within the locally distributed teams, respectively. Moreover, basedon the peer assessment outcomes, we intend to characterize a typical active contributor and aninactive one, each within the globally distributed teams and within the locally distributed teams,respectively.3. Design Method3.1 Globally Distributed TeamsOur samples of the globally distributed teams came from an international engineering class thatwas collaboratively developed and jointly offered by five global leading universities

Conference Session

International Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City College of the City University of New York; Samantha Deokinanan, LSAMP at City College of New York

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Annual Student ResearchConference, with the theme of Explorations and Discovery. The continued collaborations (2008to 2018) with 1) existing programs within the NSF and other federal agencies, 2) collaborationswith a core of mentors/faculty who have international collaborations, 3) Study Abroad Offices,Departments, Institutes and Centers, and 4) other Louis Stokes Alliance programs across the US,have made International Research opportunities a reality for over 230 NYC Louis Stokes Alliance(NYC-LSAMP) Scholars. NYC-LSAMP Scholars in the last eleven years participated in researchexperiences in England, Sweden, Poland, Scotland, Spain, Italy, Germany, Austria, France, theNetherlands, Japan, China, Singapore, Australia, Vietnam, Sri Lanka, Honduras

Conference Session

International Division Technical Session 8

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Daniel Manser, University of South Florida; Colleen Claire Naughton, University of South Florida; Matthew E Verbyla; Christine Prouty, University of South Florida; Kevin Orner, University of South Florida; James R. Mihelcic, University of South Florida

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; 1) development oflanguage and cultural skills, 2) teamwork and group dynamics, 3) knowledge of internationalbusiness and engineering cultures, and 4) knowledge of variations in international engineeringeducation and practice2. Based upon this structure, several engineering programs haveresponded using various methods to address these global competencies. Georgia TechnologicalUniversity, for example, offers a Global Studies Certificate that focuses on international relationsand the global economy through language training in addition to a capstone course and 26 weeks Page 26.930.3of study abroad. Other universities, such as Florida State

Conference Session

International Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yongming Tang, Southeast University; Jiahua Lu, Xilinx; Yanfang Deng, Nanjing Integrated Circuits Industry Service Center; Susan M. Lord, University of San Diego

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Institute ofTechnology (RMIT) established the RMIT International Industry Experience and ResearchProgram (RIIERP) in 1992 to facilitate students’ international internships to better prepare themfor the global context of engineering work [10].Another way academic and industrial partners can collaborate is through summer schoolsdevoted to a particular technical area. An excellent example is the LASER summer schooloffered since 2004 where international experts in software engineering from across the worlddeliver lectures to industry professionals as well as PhD students [11]. The IEEE MagneticsSociety sponsors an annual Summer School for graduate students [12]. The IEEE ComputationalIntelligence Society holds an annual Summer School for undergraduates

Conference Session

International Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jianchuan Cheng, Southeast University; Jun Chen, Southeast University; Yubing Zheng, Southeast University; Minping Jia, Southeast University; Yongming Tang, Southeast University; Wenjiao Qiu, Southeast University

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international standards. Practical elements ofthe courses, especially field practices, can facilitate the achievement of the learningobjectives in engineering disciplines developed by CEEAA. However, given the variouschallenges such as budget constraints, safety concerns, and logistics difficulties, fieldpractice programs have not been broadly adopted in engineering education. This paperaims to demonstrate the necessity and significance of field programs in engineeringeducation.Methods: Using the two-week field program of a course at Southeast University(SEU),China Road Surveying and Design, as an example, this study first provides an overviewof the practical program, including the selection of the field practice base, assembling ofthe teaching staff

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Phillip Albert Sanger, Purdue University, West Lafayette; Julia Ziyatdinova, Kazan National Research Technological University; Jacek Kropiwnicki, Gdansk University of Technology, Poland; Phuc Van Nguyen, Purdue University

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milestone in Julia’s career was the position of the Chair of Department of Foreign Languages for Professional Communication in 2007, when she took over all the responsibilities related to foreign language training at Kazan State Technological University. The teaching and research priorities of her department were then focused on professional and intercultural communication for students in a technical university, professional translation and creation of foreign language environment at a university. Because of her talents and activities, Julia became one of key figures in university international life. When Kazan State Technological University obtained the new status of a National Research University and joined the list of

Conference Session

International Division Technical Session 5

Collection

2016 ASEE Annual Conference & Exposition

Authors

Casey Lynn Haney, Purdue University, West Lafayette; S. Zahra Atiq, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette; David Cox, Harvard University

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classroom: Research into edX's first MOOC. Research & Practice in Assessment, 8. 2.   Lebron, D., and H. Shahriar (2015). Comparing MOOC-Based Platforms: Reflection on Pedagogical Support, Framework and Learning Analytics. 2015 International Conference on Collaboration Technologies and Systems (CTS), 167–74. 3.   Chi, M. T. H. (2009). Active-Constructive-Interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73–105. 4.   Chi, Michelene T. H., and Ruth Wylie (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–43. 5.   Hsiao, I.-Han, and F. Naveed (2015). Identifying Learning

Conference Session

International Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Audra N. Morse, Texas Tech University

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International

c American Society for Engineering Education, 2014 Managing a Required International Experience for all Undergraduate Engineering Students at a 4-Year Public UniversityAbstractThe Whitacre College of Engineering (WCOE) at Texas Tech University implemented a requiredinternational requirement for all undergraduate students entering in the Fall 2013 and after. Theinternational experience requirement may be satisfied by any of the following: [1] receivingcourse credit (minimum 3 hours) during a study abroad experience (faculty directed programs,traditional reciprocal exchange agreements, or third party programs); [2] participating in aninternational co-op or internship experience