accepted by all partnering national engineering association.In light of the preceding, we might also think about extending the current ASEE COMPLEETEmodel to international level to develop an overarching program in collaboration with our Page 21.42.12international peer organizations. Through a global, international provider network of contentmodules and the use of modern technology, for example MOOCs, it could become possible tocreate a highly customizable system that leads to professional registration and recognition as, forlack of a better term, Global Engineering Educator and at the same time allows to personalize ortailor the program content
strategies employed to solve it. Thispaper describes the applications of this framework to engineering education that focuses ondeveloping students’ intercultural competency. The way this framework has been used todesign learning activities as well as its usefulness for staff training and development areoutlined. The author proposes potential applications of this framework to other areas ofengineering curricula as a way to embrace complexity in learning and teaching and avoidoversimplifying complicated problems.IntroductionGlobalisation, diversification, community engagement, socially responsible, these are all termthat appear often when talking about modern engineering practice. Criteria set byprofessional bodies for accrediting engineering degree
Paper ID #8385Invited Paper - Engineering for the Americas (EftA)Dr. Reginald Vachon P.E., American Society of Mechanical Engineers Dr. Vachon , an engineer with a physics background and business executive, has served in the US Army and was a chaired professor of mechanical engineering. He received his education at the US Naval Academy, Auburn University, Oklahoma State University and Jones Law School. He was the Chair of the American Association of Engineering Societies and is Vice President for North America for Pan American Union of Engineering Organizations (UPADI). He serves on the WFEO committee on relations with
model for assessing students as individuals who do their learning in team based environments, and is currently an investigator on another ALTC grant investing the development of final year engineering projects. She is currently the Editor for the Australasian Journal of Engineering Education.Prof. Duncan Andrew Campbell, Queensland University of Technology Professor Duncan Campbell is the Director of the Australian Research Centre for Aerospace Automa- tion (ARCAA) and is a Professor with the School of Electrical Engineering and Computer Science at the Queensland University of Technology, Brisbane, Australia. He was President of the Australasian Association for Engineering Education in 2011 and is the CDIO Chair of
South East Asia, Universiti Teknologi Malaysia. He also sits on various boards, such as the Chemical Companies of Malaysia (CCM), Institute of Sultan Iskandar for Urban Habitat and High Rise Buildings, private universities Multimedia Technology Enhancement Operations Sdn Bhd (METEOR) and Chair of Proton Technology Advisory Council, a leading car manufacturer in South East Asia. For his remarkable contribution to the nation, he became the first recipient of the prestigious Malaysia Merdeka Award 2009 for the category of Outstanding Scholastic Achievement. He has been conferred the Darjah Seri Setia Tuanku Muhriz Yang Amat Terbilang(SSTM) award by His Royal Highness Yang Di-Pertuan Besar Negeri Sembilan Darul Khusus in