Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

David DiBiasio, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute; Natalie A Mello, The Forum on Education Abroad

Tagged Topics

Student Development

Director of WPI’s Washington DC Project Center. He was secretary/treasurer of the new Education Division of AIChE. In 2009 he was awarded the rank of Fellow in the ASEE, and in 2013 was awarded the rank of Fellow in AIChE. c American Society for Engineering Education, 2014 Reaching Beyond Engineering to Achieve Best Practice in Global LearningIntroduction Certainly we all realize that our graduates need to function effectively in a globalmarketplace and will address complex engineering challenges that cannot be solved bytechnology alone. Our students must understand engineering practice in a global/societal contextand know how to solve problems that involve political

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Kaitlin Litchfield, University of Colorado, Boulder; Amy Javernick-Will, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Topics

Student Development

indicatethat being active within an EWB-like organization may be an important factor in achieving thesespecific learning outcomes through an EWB-like organization. Table 2: Results from Mann-Whitney U tests of comparisons for active vs. non-active respondents (p-values) Learning Outcome EWB-likea Non-EWB-likea Technical Skills 0.194 0.689 a: Apply knowledge 0.903 0.974 b: Experiments & data 0.127 0.348 e: Solve problems 0.045** 0.812 k

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Eck Doerry, Northern Arizona University; Harvey Charles, Northern Arizona University

Tagged Topics

Student Development

many existing programs, which often began as experimental initiatives based on aparticular existing relationship to a particular university abroad. This often makes suchinitiatives both difficult to scale beyond the natural capacity of the initial partnership and, moreimportantly, difficult to expand to other departments, colleges, or institutions. What is needed isa robust, broadly-applicable model for pursuing internationalization of STEM education on acollege-wide basis.In this paper, we provide a starting point for this conversation by discussing our development ofthe Global Science and Engineering Program (GSEP), an ambitious internationalization initiativeuniformly spanning all science, technology, engineering, and math (STEM) degree

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Junichiro Kono, Rice University; Shane M Curtis, University of Tulsa

Tagged Topics

Student Development

) programs funded by the NSF – the NanoJapan: International REU (IREU)Program and the Rice Quantum Institute (RQI) REU at Rice University. NanoJapan is a twelve-week IREU program through which twelve freshman and sophomore physics and engineeringstudents complete cutting-edge research internships in the diverse fields of nanoscience andnanoengineering in laboratories at some of the best Japanese universities. The RQI REU is a ten-week domestic program in which twelve sophomore and junior students complete researchinternships with faculty at Rice University on quantum phenomena in atomic, molecular, solid-state,chemical, and biological systems. Our research identifies dimensions in which the IREU, as distinctfrom a domestic experience, may affect