Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Matthew E Verbyla, University of South Florida; Colleen Claire Naughton; Allan Feldman, University of South Florida; Vanessa Vernaza-Hernandez , University of South Florida ; Marilyn E Brandt, University of the Virgin Islands; Maya A Trotz, University of South Florida; E. Christian Wells, University of South Florida; James R. Mihelcic, University of South Florida

Tagged Topics

Student Development

). YouTubereaches more U.S. adults between the age of 18 and 34 than any cable network (7). Both Twitterand YouTube have also been recently suggested as an appropriate means to engage internationalstudents on U.S. campuses in programs that emphasize global citizenship (8).In 2013, the University of South Florida (USF) and the University of the Virgin Islands (UVI)launched the “Reclaim” initiative as a way to create a community that connects researchers fromdifferent disciplines around the world who are dedicated to the recovery of resources from waste.Reclaim utilizes a website with a blog (usf-reclaim.org), a YouTube channel, and a Twitteraccount to create this global community and to disseminate research findings and educationalmaterials. Students from

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Megan Mercedes Echevarria, International Engineering Program, University of Rhode Island; Sigrid -- Berka, University of Rhode Island

Tagged Topics

Student Development

fields and tokey global issues closely related to those fields. This comprehensive experience has animportant impact on the high quality of our students’ technical preparation while also compelling Page 20.30.2them to engage in unique ways with people from other countries and to develop a deep sense ofintercultural understanding, social and economic awareness, and the potentially broad impact oftheir work as engineers.4The Spanish branch of the IEP has existed for close to two decades and, especially in recentyears, has experienced important successes. Since 2008 we have carried out extensiverecruitment activities, and as a result, we have seen

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

, social, cultural, and economic issues thatare intimately connected to engineering issues and people affected by these engineeringchallenges. One of the most effective ways of providing our students these learning experiencesis through education abroad opportunities. Yet less than 4% of US engineering students studyabroad and there has been little growth in the past two years1. It is also well established that experiential, project/problem-based learning with an emphasison acquiring new knowledge and applying and integrating previous knowledge can be veryeffective structures for enhancing student learning2. These structures engage students in open-ended, ambiguous, authentic activities; and usually involve teams. It is learning that goes

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

collectively demonstrate all four learning styles in the design process. Figure 1: Kolb Learning Styles Figure 2: Learning Styles and the Design Process [4]In this paper, we attempt to understand the various populations that engage in design activities –designers, engineers and businesspeople – by performing international and disciplinarycomparisons of learning styles and comparing learning styles against demographic data, inparticular – gender. Page 21.26.3II. Survey Populations and MethodsOur data were gathered from a number of different populations, including both students andprofessionals (Table 1

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

some of these competing demands.5 This research focuseson one such extracurricular activity, participation in Engineers Without Borders (EWB), a globalhumanitarian engineering service organization, in order to explore how such participation mayinfluence learning outcomes.Since the early 1990s, programs with some form of the name EWB have been established inmultiple countries, including France, Belgium, Spain, Denmark, Sweden, Italy, Canada, and theUSA.6 Through these organizations, both student and professional engineers have engaged involuntary engineering service projects around the globe, often in foreign countries. Articlesanecdotally report that these engineers gain professional skills including communication,interdisciplinary teamwork

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Morgan M. Bakies, University of Illinois at Urbana-Champaign; Karen Seliah Lamb, University of Illinois, Urbana-Champaign

Tagged Topics

Student Development

with small and medium-sized enterprises.7 Junior Enterprise hassignificantly affected communities around the world. In the Huffington Post, Michele Hunt wroteof her impressions after the Junior Enterprise World Conference 2012 where she was a closingspeaker: “[Junior Enterprise students] are co-creating the future: collaboration, cooperation andinnovation...They understand on a very deep level that we are all connected and they arecommitted to put their vision of what the world can be, to work for the benefit of all.”6 Junior Page 20.25.5Enterprise has positively impacted students and citizens throughout the world.As a result of international

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

the full breadth of the course's impact on them, both academically and personally.The GCOs defined by our University fall into five broad categories: knowledge anddevelopment of a global frame of reference; attitude toward cultural differences; attitude towardpersonal growth; skills concerning communication, adaptation, and interaction across cultures;action in seeking out opportunities for engagement. Each of these categories has specificlearning outcomes underneath them, as well as suggested evaluation strategies.This paper describes how each program was structured differently to address the GCOs, givingspecific instances of how these learning outcomes are targeted with course experiences and howthey are assessed. Assessment of student

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

engage cross-culturally at thebeginning of the summer, and they indicated accelerated gains such that they rated themselves as Page 20.42.8better prepared than the RQI students at the end of the summer. There may be several factors thatcontribute to this. As with the intrapersonal dimension, this may reflect that the NanoJapan studentsare more self-confident at the end of the summer as a result of having successfully lived and workedfor twelve-weeks in an international environment. This may also suggest that the NanoJapancurriculum, through which students are trained on intercultural communication and completeweekly written activities in

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Arnold Neville Pears, Uppsala University; Mats Daniels, Uppsala University; Åsa Sofia Cajander

Tagged Topics

Student Development

 place  particular  emphasis  on  teamwork  (in  the  context  of  geographically  distributed  projects),  communication  and  presentation  skills,  and  intercultural  competence  (by  which  we  mean  awareness  of  other  cultures  norms  and  the  impact  these  can  have  on  professional  practice).  Students  are  introduced  to  structured  teamwork  and  intercultural  communication  and  collaboration  in  the  first  course,  "Runestone"  at  the  end  of  the  third  year  of  academic  studies.  This  is  followed  up  in  the  fourth  year  by  students  taking  the  IT  in  Society  course  (ITiS)14,  where  they  encounter  a  larger  and  more  open-­ended  project.  The  sequencing  of  these  courses  in  relation  to  the

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Rami Jubrail Haddad, Georgia Southern University; Youakim Kalaani, Georgia Southern University

Tagged Topics

Student Development

, while globallearners learn best by grasping the big picture. Global learners can engage their intellectualcuriosity and easily find the underlying connection between different concepts1.The Felder-Soloman Index of Learning Style instrument was used in a wide range of studiessome focused on the learning and teaching styles of the faculty and illustrated the mismatchbetween the engineering students learning styles and the faculty teaching styles8, while othersfocused on the correlation between the student learning styles and the use of non-traditionalinstruction to bridge the gap and improve students’ achievement2,12,13,14. We are proposing to usethe Felder-Soloman Index of Learning Style instrument as a starting point to help us identify thetype

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Pradeep Kashinath Waychal, Pune Innovation Centre; Ayano OHSAKI P.E.

Tagged Topics

Student Development

werestudied and researched by political, environmental and medical science students in a Japaneseuniversity and the application development was entrusted to Indian engineering students. Themain contribution of this paper is in describing the design of this experiment and analyzing itsresult.The next section establishes the motivation behind the experiment which is elaborated in thesubsequent section. The paper then presents and analyses feedback of all the participants andends with concluding remarks.BackgroundThe Accreditation Board for Engineering and Technology of the Unites States (ABET) hasidentified criteria required of good engineers that includes ability to function on multi-disciplinary teams, ability to communicate effectively and the broad