Conference Session

Track 2 - Session 1

Collection

2014 ASEE International Forum

Authors

Krishnanand Y Maillacheruvu, Bradley University; Amir W Al-Khafaji, Bradley University

Tagged Topics

Faculty Development

. Page 20.20.1 c American Society for Engineering Education, 2014 Impact of International Collaboration on the Learning EnvironmentAbstractIn this paper, the impact of scholarly and pedagogical exchanges in Denmark-Norway-Sweden,Egypt-Jordan, and India are presented. Direct measures including student exit interviews,indirect student measures as well as anecdotal evidence and assessment data such as employersurveys clearly shows that the study-abroad experience is significant to all stakeholders.Employers get quality employees with the cultural awareness and the needed understanding ofthe global dimensions of their future profession. The impacts of administrative, timemanagement, and policy decisions on the

Conference Session

Track 2 - Session 1

Collection

2014 ASEE International Forum

Authors

Kerrie L. Schattler, Bradley University; Amir W Al-Khafaji, Bradley University

Tagged Topics

Faculty Development

Haven Foundation, and the Illinois State Black Chamber of Commerce.Dr. Amir W Al-Khafaji, Bradley University Page 20.17.1 c American Society for Engineering Education, 2014 Engineering Faculty Perspectives on Shared Global ExperiencesAbstractStudying overseas has a deep and profound impact on the intellectual and personal developmentof faculty and students. This paper provides an overview of a Global Explorer Program (GEP)and a case study of an American born female transportation engineering professor who taughtoverseas in the United Kingdom/France and Egypt/Jordan. This professor

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Mohammad Kamal Hossain, Tuskegee University; Stacy Benjamin, Northwestern University; Kwanju Kim, Hongik University; Manuel Löwer, RWTH Aachen University; Pradosh K. Ray, Tuskegee University

Tagged Topics

Faculty Development

understanding of professional and ethical responsibility. g. an ability to communicate effectively. h. the broad education necessary to understand the impact of engineering solutions in a global and societal context.It has been reported that students learn material better when learning takes place in a teamcontext3. Team-based learning facilitates the students to build team working skills, enhancecommunication skills, and develop positive interdependence and accountability4. Students alsolearn the social benefits from working in a group5-6. Most of the studies on team-based learningfound in the open literature are related to in a classroom-setting or in a multi-disciplinary teamenvironment within a single university.Persistent

Conference Session

Track 2 - Session 1

Collection

2014 ASEE International Forum

Authors

Ibrahim Ali Olwi, King Abdulaziz University

Tagged Topics

Faculty Development

Storytelling as an Effective Mean for Stimulating Students' Passion in Engineering ClassesAbstractStorytelling was employed as a powerful tool in stimulating students' interest in the classroom ofa sophomore level course in engineering design. Over two years, students’ assessment of themethodology was obtained through a survey that incorporated students that have and not havetaken the course. The outcome of students’ satisfaction and support of telling stories by theinstructor was overwhelming among both groups of students. The impact was not targetedtowards just creating passion in the classroom, but the active participation and reflection on thestories was sought to lead to ethical values pedagogy. To gain multi-cultural

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 2 - Session 1

Collection

2014 ASEE International Forum

Authors

Maria Nandadevi Cortes-Rodriguez, University of Maryland, Baltimore County; Renetta G. Tull, University of Maryland, Baltimore County; Miguel Alfonso Nino, Virginia Polytechnic and State University

Tagged Topics

Faculty Development

learning from the other international students allowed me to understand their struggles as American. We live in a world that relies on global partnerships. Understanding everyone may not be possible, but at least attempting to come to a common ground is crucial to our success. I am interested in traveling overseas, and I must understand different customs of other countries.” In 2012, the PROMISE AGEP collaborated with Professors Beyond Borders, an actionnetwork of academics and professionals from the Institute of International Education, whoengage with real-world problems that impact quality of life in diverse communities

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Richard F. Vaz, Worcester Polytechnic Institute

Tagged Topics

Faculty Development

-campus project advisors workclosely with student teams on matters such as research and writing strategies, navigating teamdynamics challenges, working in professional settings, and cross-cultural engagement. Advisorsalso assume important non-academic roles, including attending to health, safety, and riskmanagement issues, housing and transportation logistics, and support for students experiencingemotional and/or behavioral difficulties. To prepare faculty for these challenges and supportthem during the off-campus sojourn, WPI uses a strategy combining mentoring, training, on-lineresources, and support networks3,4.Given the importance of how faculty members spend their time, it is worth asking how off-campus advising impacts professional