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International Forum Poster Session & Welcome Reception: Sponsored by Quanser and Cypress Semiconductors

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2012 ASEE International Forum

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Minhee Shin, Seoul National University of Technology

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GC 2012-5649: A STUDY ON ASSESSMENT METHOD AND RUBRICSOF PROGRAM OUTCOMES RELATED TO SOFTSKILLSProf. Minhee Shin, Seoul National University of Technology Page 17.3.1 c American Society for Engineering Education, 2012A study on Assessment Method and Rubrics of Program Outcomes related toSoftskills▪ Presenter: Minhee Shin (minhees@seoultech.ac.kr)▪ Organization: Seoul National University of Technology, 139-743 Page 17.3.2

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International Forum Poster Session & Welcome Reception: Sponsored by Quanser and Cypress Semiconductors

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2012 ASEE International Forum

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Young-Min Kim, Chungnam National University; Chang-Hoon Lee, Education Center for Creative Future Engineers; Myoung-Hee Oh, Education Center for Creative Future Engineers; Ki-Soo Kim, Chungnam National University

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has been developed that the programs based on engineering and technologyfor middle and high school students. Therefore the programs were instructedthrough team teaching by engineering professors and technology teachers.Second, the programs were consisted with lecture, field trip, problem solving,project and so on.Third, the programs were utilized in various institutes such as engineering andtechnology related colleges, universities, governments, research institutes, andindustries.Fourth, we applied the programs three times in December 2011, February 2012 andMay 2012. Approximately, 100 students participate in all the programs, respectively.It was high that the satisfaction of the participants, their parents, engineeringprofessors and

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International Forum Poster Session & Welcome Reception: Sponsored by Quanser and Cypress Semiconductors

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2012 ASEE International Forum

Authors

Helmuth Gesch, University of Applied Sciences Landshut, Germany; Richard O Gale, Texas Tech University; Tanja Karp, Texas Tech University; Nanna Suryana Herman

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GC 2012-5616: A MULTINATIONAL MASTER’S DEGREE PROGRAMIN ELECTRONIC PRODUCT ENGINEERINGProf. Helmuth Gesch, University of Applied Sciences Landshut, Germany Education: 1975 Master of Engineering from Technical University of Munich 1978 Doctorate in Physics from Technical University of Munich Academic positions and administrative responsibilities: Professor (since 1985), University of Applied Sciences Landshut, Germany Vice President (since 2005), responsible for technology transfer and indus- try related collaborations Coordinator of the Microelectronic study program Coordinator of the Industrial Engineering and Management study program (temporarily) Coordinator of different international cooper- ation programs

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2013 ASEE International Forum

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Scott Grenquist, Wentworth Institute of Technology; Roger G. Hadgraft, RMIT University

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Paper ID #8241Are Australian and American Engineering Education Programs the Same?The Similarities and Differences between Australian and American Engineer-ing Accreditation ProceduresDr. Scott Grenquist, Wentworth Institute of Technology Scott Grenquist is currently performing Sabbatical Research in interdisciplinary, project-based-learning techniques at Royal Melbourne Institute of Technology and The University of Melbourne in Melbourne, Victoria, Australia. He is also concurrently an Associate Professor of Electrical Engineering at Wentworth Institute of Technology in Boston, Massachusetts. Scott received his doctorate

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2013 ASEE International Forum

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Brett Tempest, University of North Carolina, Charlotte; Miguel Pando P.E., University of North Carolina, Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Michael Adam Hoff, UNC Charlotte

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process. In planning the international study trips, the two leaders, both Civil Engineering faculty,anticipated many benefits related to professional development. Whether or not the studentsshared these objectives or found them to be apparent in the delivery of the program is the subject Page 21.5.2of this paper. Students who attended the trips responded to prompts to describe: 1) how servicelearning helps with professional development, 2) the importance of international experiencesversus domestic ones, 3) whether the trip developed technical skills and, 4) the primarymotivating factors that urged them to join the trip. These responses are

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Reception & Poster Session

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2013 ASEE International Forum

Authors

Farida Tagirovna Shageeva, Kazan National Research Technological University; Natalia Vladimirovna Kraysman; Inna Mikhailovna Gorodetskaya, Kazan National Research Technological University; Vasiliy Grigoryevich Ivanov, KAZAN NATIONAL RESEARCH TECHNOLOGICAL UNIVERSITY

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engineers becomes one of the core factors of their professional performance, alongsidewith profound engineering knowledge and skills. Socio-psychological competence, as an integral personal characteristic, meansachievements in relations and interactions between individual with other people which allowsresolving social situations efficiently, and choosing and implementing adequate strategies andtactics of interaction and cooperation, as well as self-regulation for the efficient social andprofessional activity. Socio-psychological competence allows successful achievement of severalsignificant professional goals: adapt to new environment, be ready for inner and internationalprofessional mobility; work in teams, efficiently collaborate with

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International Forum Poster Session & Welcome Reception: Sponsored by Quanser and Cypress Semiconductors

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2012 ASEE International Forum

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Christina Kay White, University of Texas, Austin; Joules Webb, Transformation 2013 Texas STEM Center

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empowerment, closer towards the NAE21st Century Engineering Grand Challenges, and then to the local education ontological beliefsabout high school teaching and learning needs. The curriculum and instruction facilitate designexperiences that directly relate to the NAE Grand Challenges by integrating inexpensive yeteffective household materials, movies, novels, and museums (to name a few) as points of accessinto student learning through the design-based learning cycle (Fig. 2) based on the award-winning Design, Technology, & Engineering for All Children (DTEACh) program and method(Fig. 3). Figure 1. Framework of Curriculum Design for Design Curriculum Figure 2. Design-based Learning Cycle

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Reception & Poster Session

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2013 ASEE International Forum

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Gisele Ragusa, University of Southern California; Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Larry J. Shuman, University of Pittsburgh; Lucia Howard

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area of interest is with the internationalization of science and engineering education, specifically as related to workforce development. She directs the NanoJapan program, funded by the National Science Foundation in order to expand international research opportunities for students in STEM fields. NanoJapan was recognized by the Institute for International Education in 2008 with the prestigious Andrew Heiskell Award for Innovations in Study Abroad. She received a second NSF grant for a multi-phase conference, Strategic Issues in University Internation- alization , that examined a comparative approaches in the US and Japan for the internationalization of science and engineering education. Dr. Matherly is the

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2013 ASEE International Forum

Authors

Devanandham Henry, Stevens Institute of Technology / Systems Engineering Research Center (SERC); Tim L Ferris, University of South Australia; Alice F. Squires, Stevens Institute of Technology (SES); Massood Towhidnejad, Embry-Riddle Aeronautical Univ., Daytona Beach

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, Chennai, India and an M.Tech degree in Aerospace Systems Engineering from IIT-Bombay, India. He worked on combat aircraft design and development for 9 years before beginning his doctoral program at Stevens.Dr. Tim L Ferris, University of South Australia Dr Ferris holds degrees in engineering, including PhD, theology and education, from various Australian universities. He has worked in the academic staff of University of South Australia in systems engienering and electronic engineering for 22 years. His research interests relate to foundational concepts associated with systems engineering, research methods, systems engineering education and cross-cultural issues in systems engineering.Dr. Alice F Squires, Stevens

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2013 ASEE International Forum

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Keith W Buffinton, Bucknell University; Xiannong Meng, Bucknell University; Margot A Vigeant, Bucknell University

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concluding thoughts inSection 6. 2. Course objectives and expected student outcomes of ENGR 290ENGR 290 in part addresses several ABET defined student outcomes related to global, societal,and contemporary issues. The related ABET student outcomes include the following: (f) an understanding of professional and ethical responsibility (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (j) a knowledge of contemporary issuesTo achieve these outcomes, ENGR 290 China set out specific course objectives that focused onChina specific content such as how engineering is practiced in China, what are some of thedifferences between engineering

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Main Plenary 3 - Opportunities for collaboration with engineering educators in India (ISTE)

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2012 ASEE International Forum

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R. Natarajan, Indian Institute of Technology

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learning —continuous  Oral, written, graphic education Ability to relate to practical aspects of  Ability to muster knowledge from engineering neighboring disciplines Inter-personal skills  Ability to work in a team Management skills Decision-making skills  Exposure to commercial disciplines Design capabilities  Creativity and Innovation  ability to handle open-ended  Integrative skills problems  International outlook  ability to handle poorly-defined  Ability to employ IT problems

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2013 ASEE International Forum

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Alina Yurievna Khramova, Kazan National Research Technological University; Vasil Yurievich Khramov; Vasiliy Grigoryevich Ivanov, KAZAN NATIONAL RESEARCH TECHNOLOGICAL UNIVERSITY

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effective exercise of free movement with particular attention to: • for students, access to study and training opportunities and to related services • for teachers, researchers and administrative staff, recognition and valorisation ofperiods spent in a European context researching, teaching and training, without prejudicingtheir statutory rights”. Page 21.8.2 Academic mobility is a possibility for students, postgraduate students and youngscientists to continue education and to acquire academic experience abroad by means ofparticipation in short-term educational and research program. Academic mobility is one of thepriority

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2013 ASEE International Forum

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Brian Bielenberg, Petroleum Institute

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, possesses a broad knowledgebase, is aware of global issues, possesses information and leadership skills, can communicateboth orally and in writing, is creative, and has the skills and knowledge to bring aboutinnovation, all while understanding business and legal aspects of professional practice.2, 3, 4, 5, 6Traditional engineering curricula and courses have struggled to address outcomes related to theseskills, often working with the assumption that students either enter their programs with the skills,or will acquire them with little explicit instruction or assessment. This was the situation at theuniversity discussed in this paper prior to the initiation of changes within the Arts and SciencesProgram, a process that began in fall 2010. First, the

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2013 ASEE International Forum

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Steven Chingnam Goh, University of Southern Queensland

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accord for the postgraduate learning and professional development of engineersAbstractThis paper argues the case for the establishment of a global accord for the postgraduatelearning journey of engineers in a globalized and complex world. The establishment ofagreements covering educational qualifications in engineering and competencestandards for practicing engineers such as the Washington Accord in 1989 and APECEngineer agreement in 1999 have resulted in increased engineering mobility andimproved global standards, especially as related to entry level engineering curricularrequirements. However, one could suggest that the capability to perform provided bythese competencies agreements do not ensure the

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2013 ASEE International Forum

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Ruth Rodriguez Gallegos, Tecnológico de Monterrey

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faculty academy of differential equations in the Math- ematics Department (ITESM Campus Monterrey). She is a thesis advisor and professor in the graduate programs of Education and Educational Technology and in the PhD program in Education at ITESM’s Virtual University School of Education. Her interests are the teaching and learning of mathematics for fu- ture engineers through modeling and technological applications and the construction of a bridge between the discipline of mathematics education and the community of engineering education. Page 21.33.1 c American Society for

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2013 ASEE International Forum

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Mohammed A Omar, Clemson University

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required to develop the global automotive engineer.Beasley8 of Clemson University created and applied a design optimization approach forundergraduate curriculum development, which aimed at optimizing the course offerings subjectto accreditation constraints, facilities, advisory board feedback, and faculty time. In addition tomore expanded work by Beasley and Elzinga9 in 1996 that complemented the aforementioned Page 21.65.4approach with quality-related continuous improvement concepts. Shea and West10 alsodeveloped a structured methodology using design tools for curriculum development.The automotive engineering program designed its curricula through

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International Forum Poster Session & Welcome Reception: Sponsored by Quanser and Cypress Semiconductors

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2012 ASEE International Forum

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Margaret Pearl Lyn Blackstun, Air Force Institute of Technology

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fighter or bomber pilot over the course of 2 years of training. Theextensive training is provided to ensure AF pilots are capable of completing important missionswithout risk to life, limb, or aircraft. AF engineers also need adequate training to perform theirjobs. It is common for AF engineers to manage multi-million dollar programs where theirrequired post-baccalaureate training can be as short as a three week course on projectmanagement. The astronautical engineering programs at AFIT and USAFA work to enrich thattraining through undergraduate and graduate programs for AF engineers who complete theserespective programs. To maintain space dominance, it is critical that engineers understand whatthe people they are managing do.Engineering and

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International Forum Poster Session & Welcome Reception: Sponsored by Quanser and Cypress Semiconductors

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2012 ASEE International Forum

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Roman Taraban, Texas Tech University

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known as theGolden Rule.9 In an extensive analysis of national databases, Babcock and Marks2 found thatU.S. students were close to the mark in 1961, averaging about 24 hours of study time per week(the Golden Rule would require 15 * 2 = 30 hours, on average, based on a 15 credit course load).By 2003, average weekly study time had fallen to an alarmingly low 14 hours per week. Interms of the production of knowledge and skilled workers, Babcock and Marks regard thisdecline as a matter of grave concern. Time-on-Task in Undergraduate Engineering ProgramsThe goal of this research was to assess differences across U.S. and Indian engineering programsin the allocation of time to academic activities and to relate time allocation to

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2013 ASEE International Forum

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Kwadwo Osseo-Asare, Penn State University; Victor A Atiemo-Obeng, The Dow Chemical Company (Retired)

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. Thispresentation highlights the African University of Science and Technology (AUST), a private,pan-African, coeducational university located in Abuja, Nigeria. Its mission is to “advanceknowledge and educate students in science, technology, and other areas of scholarship that willbest serve the African continent in the 21st century”. Starting in 2008, graduate programs at themaster’s level have been offered in Computer Science and Engineering, Materials Science andEngineering, Petroleum Engineering, Theoretical and Applied Physics, and Pure and AppliedMathematics. We discuss in particular opportunities for innovative ideas for the MaterialScience and Engineering curriculum. The desire is to ensure a well-rounded grounding of thestudents not only in the

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2013 ASEE International Forum

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Muhammad H Rashid, University of West Florida

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as chapter learning outcomes (LOs)  A section or topic of chapter learning outcomes (Cos)The outcomes at the completion of a program may be defined as PEOs, POs, SOs or SLOs. Forexample, the Malaysia Engineering Accreditation Agency [5] uses the terminology as programoutcomes (POs.). The Engineering Accreditation Commission of ABET [2] uses the terminology“student outcomes” for program outcomes and the definition as follows: Student outcomes describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire as they progress through the programThe minimum requirements for the program outcomes are normally listed by the

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2013 ASEE International Forum

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Amos G Winter V, MIT; Robert James Stoner, Massachusetts Institute of Technology; Charles H Fine, MIT Sloan School of Management

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. Page 21.63.1 c American Society for Engineering Education, 2013 The Tata Center for Technology and Design at MITAbstractThis paper describes the Tata Center for Technology and Design at MIT, a new program aimedat creating high-impact, sustainable, and scalable technical solutions in developing and emergingmarkets through the rigorous application of applied engineering science and systems thinking.The program is funded by the Sir Dorabji Tata Trust and is based at MIT. The Center matchesstudents and faculty to projects in India and offers training to enable them to create viable andappropriate solutions. Tata Center projects serve as the basis for graduate thesis work to addresscompelling social

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International Forum Poster Session & Welcome Reception: Sponsored by Quanser and Cypress Semiconductors

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2012 ASEE International Forum

Authors

Sabah Razouk Abro, Lawrence Technological University; Jerry Cuper, Lawrence Technological University

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. Sabah has over 25 years of experience in higher education including more than 15 years in education manage- ment across different parts of the world. Concentration in the last 15 years was on development of career, Art & Science, technology and engineering programs. Leading positions in educational institutions including chair of department, acting Dean, university board member, University assessment committee member, consultant and team leader. A unique experience in coordination between educational institution and industrial partners to build new paradigm in education through an NSF sponsored program. Many years of in-depth experience in curriculum development. Extensive knowledge in academic pro- grams

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2013 ASEE International Forum

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Meiliu Lu, California State University at Sacramento

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areas such as Data Warehousing and Data mining, Computing Theory and Programming Languages, Introduction to Computer Programming, Machine Learning, Knowledge-based Systems, Artificial Intelligence, Web Database Applications, Data structures and Algorithms, and Algorithms and Paradigms. Page 21.12.1 c American Society for Engineering Education, 2013An Interactive Courseware for Learning Data Warehousing on the Web1. Introduction Building on our own experiences, we address two issues related to global engineering education3, 4 in most universities today in this paper. These issues are, how