Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Ashley Ater Kranov, ABET, Inc.; Rochelle Letrice Williams, ABET; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology

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Student and Curriculum Development

simultaneously. This method has been used across the college since 2006,resulting in a dedicated community of 40+ engineering faculty using direct assessment toevaluate the efficacy of their own programs, and to plan and implement improvement at bothcourse and program levels. The Engineering Professional Skills Assessment (EPSA) is the onlydirect method for teaching and measuring these skills simultaneously in the literature; thetechnical paper describing Year 1 implementation of the method won the 2008 ASEE BestOverall Conference Paper Award5 . Table 1.ABET Criterion 3 Professional Skills Student Learning Outcomes 3d Ability to Function on Multidisciplinary Teams 3f Understanding of Professional and Ethical Responsibility 3g Ability to Communicate

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Megan Elizabeth Sharp, IUPUI School of Engineering and Technology; Alison L. Stevenson, Indiana University-Purdue University Indianapolis

Tagged Topics

Student and Curriculum Development

experiences and explore ways to apply what they learn to theirown lives and communities at home. Guided group discussions will be used to help studentsshare their feelings and ideas and provide insights to one another periodically throughout thestay. Key among the group discussions will be those that take place following the stay, when thetwo groups meet to compare their unique experiences and upon re-entry when students willevaluate the experience as a whole and its impact on their own perspectives and future decisions.Both Global and LocalMany of the concepts presented throughout the Global Solutions curriculum are equallyapplicable to communities in the United States and many students may prefer to focus theirattentions closer to home. To

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Abdel F. Isakovic, Khalifa University of Science, Technology and Research; Szu Szu F Ling, Khalifa University of Science, Technology and Research; Selwa Mokhtar Boularaoui, Khalifa University of Science, Technology & Research; Sara Bashir Timraz; Mualla Kara

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Student and Curriculum Development

small team on hiring the first twoclusters of up to six faculty members. In KUSTAR’s BME Department, opened in 2009 with the first undergraduate classgraduating in December 2013, we planned to provide students and faculty with a creative,student-centered, interactive-engagement-friendly teaching and learning environment. From theoutset, the BME standards, set by the Department’s founding Chairperson, Prof. StephenDeWeerth, of Georgia Institute of Technology, focused on the practical learning outcomes andtraining criteria that would satisfy:a. Local biomedical characterization needs, which would follow the research focii of the BME Department on metabolic disorders and augmentation of human performanceb. The requirements of the ABET

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Nimir Elbashir, Texas A&M University at Qatar; Hamid R. Parsaei P.E., Texas A&M University at Qatar; Elfatih E Elmalik, Texas A&M University at Qatar

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Student and Curriculum Development

group has been able to work in accordance with the goals of Education Page 21.4.5 City, to provide teaching, research and community service. It has also acted in accordance with the overarching guidelines of the Qatar National Vision, aiding in both Human and Economic Development. Therefore, according to all criteria, the project has been a great success to prepare the university graduates for industry and graduate programs. The model of engaging undergraduate students in advancing GTL technologies and participate in the Fuel Characterization Lab confirm this outcome as almost 95% of the participated students (out

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Brent K Jesiek, Purdue University, West Lafayette; Qin Zhu, Purdue University; Julia D Thompson, Purdue University, West Lafayette; Andrea Mazzurco, Purdue University, West Lafayette; Sang Eun Woo, Purdue University

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Student and Curriculum Development

Global Engineering Competencies and CasesWhether working on multi-national project teams, navigating geographically dispersed supplychains, or engaging customers and clients abroad, engineering graduates encounter worlds ofprofessional practice that are increasingly global in character. This new reality poses challengesfor engineering educators and employers, who are faced with the formidable task of preparingengineers to be more effective in diverse global contexts. In response, more global learningopportunities are being made available to engineering students, as reflected in gradual yet steadyincreases in the number of global engineering programs and participating students.1 Manycompanies are also offering professional development