Conference Session

Faculty and Program Developments, Exchanges, and Best Practices

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University; Peter Wolfsteiner, Munich University of Applied Sciences

Tagged Divisions

International

AC 2012-3668: REFLECTIONS ON INTERNATIONAL EXCHANGE OFSTUDENTS AND PROFESSORS IN MECHANICAL ENGINEERINGDr. Brian P. Self, California Polytechnic State University Brian P. Self obtained his B.S. and M.S. degrees in engineering mechanics from Virginia Tech and his Ph.D. in bioengineering from the University of Utah. He worked in the Air Force Research Laboratories before teaching at the U.S. Air Force Academy for seven years. Self has taught in the Mechanical En- gineering Department at Cal Poly, San Luis Obispo, since 2006. During the 2011-2012 academic year, he participated in a professor exchange, teaching at the Munich University of Applied Sciences. His engineering education interests include collaborating

Conference Session

Study Abroad Experiences Intl Div Tech Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew Korey, Purdue University; Caitlyn M. Clarkson, Purdue University; Kali D Frost, Purdue University; Joseph Andler, Purdue University; Congying Wang, Purdue University; Melissa S. Reeves, Tuskegee University; Carol A. Handwerker, Purdue University

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Diversity

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International

Paper ID #30333Critical Incident Assessment as a Tool to Reflect on Student’s EmotionalResponse During International ExperiencesMr. Matthew Korey, Purdue University Matthew Korey received his B.S. in Biomedical Engineering at Ohio State University (2011) where he studied the toxicity of various chemical compounds on hepatocytic cells. Matthew then joined the re- search groups of Dr. Jeffrey Youngblood and Dr. John Howarter at Purdue University in 2015 where he specialized in building a more robust understanding of sustainability in plastics through considering the full lifecycle of a product. For his work at Purdue

Conference Session

Engineering Without Borders: Programs Involving Students

Collection

2007 Annual Conference & Exposition

Authors

Solomon Eisenberg, Boston University; Jo-Ann Murray, Boston University; Urbain DeWinter, Boston University

Tagged Divisions

International

AC 2007-402: ASSESSMENT OF AN ENGINEERING STUDY ABROADPROGRAM: REFLECTIONS FROM THE FIRST 124 STUDENTS (2001 - 2006)Solomon Eisenberg, Boston University Solomon Eisenberg is Associate Dean of Undergraduate Programs at the Boston University College of Engineering (since 1998) and Professor of Biomedical Engineering and Electrical Engineering. He received the SB, SM and ScD degrees in Electrical Engineering from MIT, and joined the faculty at BU in 1983. He was a 1987 recipient of an NSF PYI Award, and received the Metcalf Award for Excellence in Teaching from BU in 1990. He served as Dean ad interim of the Boston University College of Engineering for the 2005/06 academic year.Jo-Ann Murray, Boston

Conference Session

Factors Influencing Curriculum Development: International Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole L. Ramo, University of Michigan; Eric Scott Hald, Shantou University; Aileen Huang-Saad, University of Michigan; Qiang Fang, Shantou University

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Diversity

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International

Development and Implementation of Self-Reflection Participation Logs in an English-taught Engineering Program in ChinaKey Words: Participation, Student Engagement, China, Assessment Methods, Teaching AbroadIntroductionActive student participation has been correlated with a variety of positive outcomes includingimproved critical thinking, development of important professional skills (includingcommunication and interpersonal interaction skills), increased understanding of course material,and better academic performance across diverse disciplines, including engineering [1]–[5]. Putsimply by Weaver and Qi [6], “students who actively participate in the learning process learnmore than those who do not.” In order to

Conference Session

International Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nan Kong, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Natascha M Trellinger, Purdue University, West Lafayette

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Diversity

Tagged Divisions

International

a detailed description of the two-way exchange program and summarize resultsfrom a systematic analysis of five reflective learning prompts that were administered to thestudent participants throughout the program (i.e., 1 pre-program, 3 mid-program, and 1 post-program). As further background for these efforts, we summarize relevant prior literaturediscussing strategies for scaffolding and assessing learning outcomes, both in general andspecifically in the context of global engineering programs. Based on our preliminary results, wealso discuss both benefits and challenges associated with this innovative programmaticimplementation. Furthermore, we propose directions for improvement, with an emphasis onstudent recruitment, faculty involvement

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kent A. Wayland, University of Virginia

Tagged Divisions

International

cultural upbringing. The reaction to this realization can be emotionallydistressing, as noted, but it can also provide the opportunity for transformative learning, as it hasbeen described in the literature on adult education.Transformative learning occurs when students are able to reflect critically on the culturalassumptions, values, beliefs, and behaviors that guide their everyday activities. As Mezirow putit, it is: a rational process of learning within awareness as a metacognitive application of critical thinking that transforms an acquired frame of reference - a mind-set or worldview of orienting assumptions and expectations involving values, beliefs, and concepts - by assessing its epistemic

Conference Session

Educating Graduates in Engineering for a Flat World

Collection

2008 Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Chris Swan, Tufts University; Douglas Matson, Tufts University

Tagged Divisions

International

evaluation of the educational benefits of service-learning projects byfocusing on one case study. The most recent endeavor of the Tufts University Engineers WithoutBorders (EWB) Chapter involved a Green Building Initiative in Ecuador. During the summer of2007, six students accompanied by a professor embarked on a month-long project in HaciendaPicalqui and El Cristal, Ecuador. During the project, students evaluated their own skill sets byfilling out Pre-Travel, Post Travel, and Post-Post Travel surveys and reflected daily on events,health and progress. Comparisons of the Pre and Post-Travel surveys verify substantialadvancement in leadership, teamwork, communication and problem solving skills; however, dueto the debatable reliability of self

Conference Session

Study Abroad Experiences Intl Div Tech Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yanjun Yan, Western Carolina University; Nelson A. Granda Marulanda, Western Carolina University; B. David Tyler, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University; Lauren R. Bishop, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

International

literature, and yet a new faculty member, who has no experience in offering atravel course, may be either deluded by the vacation mentality or daunted by the trip-planninglogistics and hence loses out on the opportunity to incorporate this practice. This paper presents acase study on an initiative to encourage and mentor faculty members to offer faculty-led tripsenhanced by interdisciplinary collaborations. From the instructor’s point of view, we providedour timeline, collaborative relationship development, backward course design driven by learningoutcomes, and the transferrable strategies to overcome the challenges along the way. From thestudents’ learning effectiveness point of view, we provided student reflections using the DEALmodel [5] to

Conference Session

Global and Intercultural Competency

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

International

and of the study abroad trips are presented along with reflections ofstudent learning.Course DescriptionSeveral factors contributed to the decision to address the need for developing globalcompetencies. Like many universities, the University of Cincinnati (UC) has made a concertedeffort to increase its global interactions and colleges and units are encouraged to contribute tothis global strategy. Many of the businesses that hire our graduates are global companies andthey are seeking employees who are comfortable working in this global context. Finally,students are requesting these opportunities at a greater rate than they had in the past.The College sought to provide content and experiences that met the global engineering skill setdefined by

Conference Session

International Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bhavna Hariharan, Stanford University; Sneha Ayyagari, Stanford University

Tagged Topics

Diversity

Tagged Divisions

International

c American Society for Engineering Education, 2015 Quantifying and Qualifying the Preparedness of Engineering Students Collaborating with Underserved Communities InternationallyAbstract:Increasing globalization and technological innovations have redefined the role ofengineers in working towards sustainable development. This is reflected in the creationand adoption of ABET Engineering Criteria 2000 which included six professional skillsto prepare engineers who were more aware of how their profession, products and servicesare embedded in the larger global, socio-economic and political context. The question ofhow to measure and evaluate preparedness of engineering students to meet theserequirements remains an open question.This

Conference Session

Faculty Involvement in International Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Michael Ring, Dublin Institute of Technology; Michael Dyrenfurth, Purdue University

Tagged Divisions

International

2006-2408: FACULTY PERSPECTIVES ON INSTRUCTIONALCOLLABORATION AS A COMPONENT OF INTERNATIONAL LINKAGEMichael Dyrenfurth, Purdue UniversityMichael Ring, Dublin Institute of Technology Page 11.634.1© American Society for Engineering Education, 2006TO: Dr. Nick SafaiFrom: Michael DyrenfurthRe: International Program SessionHello & Please note that the progress on the session we discussed is moving along wellalthough we will not be able to submit more than drafts of the papers at this time.I have been in touch with the Dean of DIT in Ireland and they will be finalizing plans as towho is coming this week and that will need to be reflected in the final papers.Given this, I am

Conference Session

Cultural Issues in Engineering: International Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Donna M. Ebenstein, Bucknell University; L. Felipe Perrone, Bucknell University; Margot A. Vigeant, Bucknell University; Deborah L. Sills, Bucknell University; Craig Beal, Bucknell University; Amal Kabalan, Bucknell University

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Diversity

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International

)AbstractResearch has shown that study abroad yields the greatest educational outcomes for interculturalcompetency when it is couched in a curriculum that encourages preparation before and reflectionafter the abroad experience. To enhance the educational outcomes of engineering students’ studyabroad experiences, we developed a certificate program that couples an abroad experience withadditional coursework in global topics and a reflection assignment. The certificate program isbased on a similar program at Northern Arizona University, and is otherwise rare in our peerschools. The goal of the program is to encourage students to engage in coursework and experiencesthat cultivate cultural competency, and to recognize students’ efforts when they do so. In

Conference Session

International Collaborations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashish Agrawal, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

International

. McNair, Virginia Tech Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Research in SEAD Education at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. Marie C. Paretti, Virginia Tech Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she co-directs the

Conference Session

International Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Johnny C. Woods Jr., Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Natali Huggins; Karen Dinora Martinez Soto

Tagged Topics

Diversity

Tagged Divisions

International

Morocco, and 6) 3Australia and New Zealand. To meet the program’s goal of global engineering competencies,students visit companies, universities and are immersed in cultural and social attraction sites inthe respective host countries. In addition, students participating in the program are required tohighlight their learning and broader experiences through a reflective journal [18].MethodsTo answer the research question, we conducted a qualitative study employing the case studymethodological framework. Case study research is based on examining the context and everycomplex condition in the real-world setting of the phenomenon to have an integral

Conference Session

International Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Holt Zaugg PhD, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Alan R. Parkinson, Brigham Young University; Spencer P. Magleby, Brigham Young University; Timothy L. Elliott, Brigham Young University; Kathryn L. Watkins, Brigham Young University; Meaghan Lynn Weldele, Brigham Young University; Quincey Cole, Harold B. Lee Library ; Lindsey R. Barnes

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Diversity

Tagged Divisions

International

program value to indicate the exceptional learningopportunities SA programs offer.11, 12, 13, 14, 15, 16A review of literature provides an array of assessment tools that may be used as a stand-alone orin concert with other tools (See Table 1). Each of these tools provides information that enablesresearchers and SA faculty to better determine how programs enhance student learning.The tools are designed to indicate competency development in students in areas such asincreased cultural understanding, improved communication skills, strengthened language ability,flexibility, and open-mindedness.2, 3, 4, 9, 10, 12, 15, 16, 17, 18 In addition, this skill development oftenresults in personal reflection and growth that changes students in terms of their

Conference Session

Global Engineering Education Initiatives

Collection

2008 Annual Conference & Exposition

Authors

Lauren Alexander, IAESTE United States; Cheryl Matherly, University of Tulsa; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

International

schools of engineering to provide an international experience for theirstudents, in part because they can easily be introduced into a relatively inflexible engineeringcurriculum compared to traditional study abroad experiences. Experiential education, a modelfirst articulated by John Dewey who developed theories of education rooted in and transformedby experience, is a term commonly applied to such “hands on” experiences as cooperativeeducation, internships, outdoor education, organizational development and training, and servicelearning7. In an experiential education program, students participate in a carefully chosenexperience and then engage in reflection, critical analysis, and synthesis of related information8.In Kolb’s model of experiential

Conference Session

International Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine A. Twyman, Virginia Tech; David B. Knight, Virginia Tech

Tagged Divisions

International

. The authors suggest that short-terminternational experiences need to include pre- and post-trip support in the form of studentresearch and exploration of the anticipated locations and experiences as well as time after the tripto reflect and draw on what was learned during the trip.In summary, there is strong support that study abroad and other types of internationalexperiences have the potential to positively impact students’ global competency. Althoughquantitative studies like those previously discussed assist researchers and practitioners in makingbroad, generalizable comparisons of the impact of international experiences, there lacks a depthof understanding regarding what students are learning from these experiences and which aspectsof the

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

International

a soccer game, the Afro- Brasileiro Museum, Pinacoteca Museum, a Sambalesson, a history lesson in Independence Park, Mercadão fruit market, Museu do Futebol,Capoeira instruction class, and a visit to the Latin American Museum. These excursions gave aninsight on some aspects of the Brazilian culture but lacked the importance of these activites onBrazilian history. An example of this lack of historical context was when the students were nottaught the history of Capoeira before learning how to practice it.In addition, the students were asked to keep a blog during their time on the dialogue. They wereprompted to answer questions to reflect on their experiences in Brazil and the digest what theysaw in Brazil and how that is different from the US

Conference Session

Preparing Engineers for Global Practice: A Comparison of North American, Asian, European, and Latin American Approaches

Collection

2006 Annual Conference & Exposition

Authors

Peter Wagstaff, Université de Technologie de Compiègne; Howard A. Rollins, Georgia Institute of Technology; Carlos Narváez, Tecnológico de Monterrey, Campus Monterrey; Meng Hwa Er, Nanyang Technological University; Jack Lohmann, Georgia Institute of Technology

Tagged Divisions

International

Global Practice: A Comparison of North American, Asian, European, and Latin American ApproachesEngineers practice their profession on a global scale. Thus, many engineering schools worldwidehave developed programs of study to better prepare their graduates for global practice. Theprograms often reflect significantly different approaches that are driven by important national,regional, or local factors in the pre-college preparation of their students, the expectations foremployment after graduation, or the general education requirements of the university or highereducation system. This session presents four approaches to preparing engineering students forglobal practice from four corners of the world. A

Conference Session

Innovative Learning, Comparative Learning Analysis, and Lessons Learned

Collection

2012 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan, Flint; Md. Rezaul Karim

Tagged Divisions

International

in significance testing because many test statistics follow this distribution when the null hypothesis is true6. The Chi Square test of equality of proportions was used as the data was collected from multiple independent populations and the hypothesis to be tested was that the distribution of some variable is the same in all populations. Students were categorized into the dimensions of active/reflective, sensing/intuitive, visual/verbal, and sequential/global. Therefore, a 2x2 contingency table Chi Square test was preferred since it would provide meaningful results for the current data set. Statistical analysis was performed for each dimension of learning style to test the following three hypotheses:1. Students from the

Conference Session

International Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Patricia R Backer, San Jose State University; Wenchiang Richard Chung, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

International

-unit course taught in collaboration with SJSU's Department ofHistory. All these changes culminated into making the program the success it is today.Due to these innovations and constant evolution, the 2014 cohort was unlike any other. SJSUstudents were given first-hand experience about technology's global role, entrepreneurship, andcross-cultural collaboration when they participated in the International Innovation &Entrepreneur Leadership Experience (IIELE) at Chung Yuan Christian University (CYCU) inJungli, Taiwan. Beginning with the 2014 cohort, we renamed the GTI program to reflect thechange in focus. The new name is the Global Technology Institute (GTI*). In three weeks,students created innovative business propositions, toured

Conference Session

Global Engineering Education: Intercultural Awareness and International Experience

Collection

2009 Annual Conference & Exposition

Authors

Dietmar Tatzl, FH JOANNEUM, University of Applied Sciences

Tagged Divisions

International

questioning learner’s own cross-cultural attitudes anddeepening their understanding of foreign cultures. Some of the topics introduced may causeheated debates among learners, which is why they need to be carefully moderated by anexperienced instructor. In any case, thought-provoking subjects and tasks facilitate eagerparticipation by learners and provide for a fruitful debriefing and reflection phase with theteacher, which follows on each of the four activities. The tasks presented may serve as Page 14.1003.2contributions to a cross-cultural training course to be designed by instructors who teachengineering and business students or practising

Conference Session

Global Engineering Education: Cross-cultural Awareness and Social Impacts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Thomas F. Schubert, University of San Diego; Frank G. Jacobitz, University of San Diego

Tagged Divisions

International

the home institution provide an overview ofstudent attitudes about the course. (2) Instructor observations and course grades are used toassess the efficacy of the delivery of technical material. These observations are compared tosimilar courses taught in a semester-long format at the home institution. (3) Students writeweekly reflection papers concerning their total experiences. Finally, (4) a survey instrument isused to assess the international experience of the students.In the following, each of the two engineering courses is described. Next, the assessmentmethods are described and assessment results are presented and discussed. Finally, conclusionsare drawn from the assessment results.II. Description of these two Compact International

Conference Session

International Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Deborah Walter, Rose-Hulman Institute of Technology; Megan Diane Lavery, Engineering World Health; Benjamin Fleishman, Engineering World Health

Tagged Topics

Diversity

Tagged Divisions

International

own.Groups of 4-5 students worked with a facilitator over 5-6 weeks. The course has anasynchronous and synchronous component to accommodate different time zones and schedules.A series of 5 video lectures guided students’ learning along the design path. The students weredirected to download a set of notes with blanks and encouraged to actively listen by filling in thenotes while watching the lecture. The length of the video lectures ranges from 8 - 32 minutes. Aset of 5 individual assignments (in the form of on-line quizzes) were created to support theasynchronous activities. After watching the video lecture, students are directed to complete aquiz. Responses to short-answer questions covered in the lecture and reflective exercises arecollected

Conference Session

Preparing Engineers for the Global Workplace & Successful Graduates for a Flat World: What Does It Take?

Collection

2009 Annual Conference & Exposition

Authors

Lisa Romkey; Yu-Ling Cheng, University of Toronto

Tagged Divisions

International

that it should be contextualized for strongestretention of the cognitive skills17. One related study by Renaud and Murray26 found thatstudents performed better in a critical thinking assessment when they had the opportunityto practice critical thinking in a subject-specific context. Debate on this questioncontinues as exemplified by Ennis9 in his comprehensive review on contextualized vs.non-contextualized approaches.Critical thinking experts have proposed several definitions of critical thinking that aresimilar to the Delphi report, but reflect these differences in cognitive skills & disposition,and context-based vs. context free. Giancarlo and Facione13 emphasize that criticalthinkers use a core set of cognitive skills in a given context

Conference Session

Measuring the Impacts of Project-Based Service Learning on Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Gary Chinn, Pennsylvania State University; Veena Raman, Pennsylvania State University; Steve A. Walton, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University

Tagged Divisions

International

multiculturalenvironments, understand the business context of engineering, and adapt to changingconditions have become requirements for engineers in our global environment [1].Teaching ethics is increasingly a component of science and engineering professionaleducation, reflected in the growing attention paid to ethics courses by accreditingagencies, particularly in engineering as reflected by requirements such as those in theUnited States instituted by its national engineering accreditation organization, ABET.Ethics is increasingly being integrated into engineering curricula, in recognition of thecomplex professional and personal issues facing scientists and engineers in modernworkplace [2, 3]. It is essential that students understand that science and technology

Conference Session

International Engineering Education Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jiaojiao Fu, Beihang University; Deborah M. Grzybowski, Ohio State University; Qing Lei, Beihang University; Dongya Cheng, Tibet University

Tagged Divisions

International

potentiallymake improvements in curriculum based on these findings. Therefore, this paper takes theFirst-year Engineering Honors Program at the Ohio State University in the United States andthe Engineering Experimental Class at Beihang University in China as their case studies ofinternational comparison of the entire first two years’ curriculum. As an intermediary ofteaching activities and the basic guarantee of achieving educational goals, course is ablueprint and plan for cultivating what types of people. This paper takes courses as theresearch object, compares the whole course setting, and studies the syllabi of basic coursesand teaching methods reflected in the syllabi. Methodologies including text analysis,frequency analysis, comparative research

Conference Session

Global and Intercultural Competency

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Natascha Trellinger Buswell, University of California, Irvine; Qin Zhu, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

International

populations. We alsoexpect that instructors will benefit from this paper’s discussion of scenario-based instruction asan accessible and impactful way to promote global competency and other professional learningoutcomes among students in engineering and other professional fields. This work may especiallyresonate with those who are eager to help current and future engineers appreciate – and moreeffectively navigate – the kinds of cross-cultural dynamics often faced in global technical work.Literature ReviewAssessment ToolsThe extant literature reflects two prominent approaches to conceptualizing and assessinginter/cross-cultural competence and related constructs. First, so-called “compositional models”take a multidimensional approach to theorizing and

Conference Session

Engineering Education in Africa and the Middle East

Collection

2010 Annual Conference & Exposition

Authors

Lamyaa El-Gabry, The American University in Cairo - Mechanical Engineering Department

Tagged Divisions

International

with the community is much more substantive than merely giving the children toys.The term project addresses course outcomes 3 through 6, while the other two outcomes arecovered by other aspects of course including lectures, assignments and guest speakers. Incoming up with the toy design, students will practice the engineering approach (outcome 3)starting with identifying the needs of the children from this age group and demographics,brainstorming ideas for toys that appeal to this customer base, selecting the best idea to proceedwith, implementing the design, etc. They will also identify the ethical and societalresponsibilities of the engineer (outcome 4) and are asked to reflect on ethics in the final stage ofthe project. In addition to the

Conference Session

International Educational Experiences (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Donna M. Ebenstein, Bucknell University; Margot A. Vigeant, Bucknell University; Jeffrey C. Evans P.E., Bucknell University

Tagged Divisions

International

. Describe some of the risks and opportunities of working abroad.10. Understand the ramifications of engineering in an emerging economic power.Instructional MethodsTo achieve the educational outcomes, a series of lectures, site visits and guest speakers arearranged using the identified country specific issues as the underlying themes. For example, the2011 version of the course planned the activities in China so that students would have first-handexperiences associated with the learning goals mentioned above. These activities includedengineering site visits, presentations and discussions led by the hosts, students’ reflections in groupdiscussions and students’ individual journaling. The class visited four types of sites: 1. Engineering sites such