Conference Session

International Division (INTL): Cultivating Global Competencies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Patrick Tunno; Robert J. Rabb P.E., The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

participants exhibited gains in their skills along with enthusiasm and motivation toundertake further global engagement. To a practitioner in the field of global engineeringeducation, this is exciting. However, gateway course students are a subset of a significantlylarger population of global experience alumni (at the Pennsylvania State University’s College ofEngineering and across peer engineering colleges). Thus, a question remains: How can theenthusiasm of global experience participants be harnessed into scalable, sustained momentum toforge global leaders?References[1] M. E. Mendenhall, B. S. Reiche, A. Bird, and J. S. Osland, “Defining the 'Global' in GlobalLeadership,” Journal of World Business, vol. 47, no. 4, pp. 493-503, 2012.[2] N. A

Conference Session

International Division (INTL) Technical Session: Diversity, Equity and Inclusion

Collection

2024 ASEE Annual Conference & Exposition

Authors

Viyon Dansu, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

://ceedar.education.ufl.edu/innovation-configurations/[4] B. Aronson and J. Laughter, “The theory and practice of culturally relevant education: Asynthesis of research across content areas,” Rev. Educ. Res., vol. 86, no. 1, pp. 163–206, 2016.[5] V. L. Bond, “Culturally Responsive Education in Music Education: A Literature Review,”Contrib. Music Educ., vol. 42, pp. 153–180, 2017.[6] G. Gay, “Politics of Multicultural Teacher Education,” J. Teach. Educ., vol. 56, no. 3, pp.221–228, May 2005, doi: 10.1177/0022487105275913.[7] C. M. Rhodes, “A Validation Study of the Culturally Responsive Teaching Survey,” Univers.J. Educ. Res., vol. 5, no. 1, pp. 45–53, Jan. 2017, doi: 10.13189/ujer.2017.050106.[8] G. Gay, Culturally responsive teaching: Theory, research, and practice

Conference Session

International Division (INTL) Technical Session #4: Global DEI

Collection

2023 ASEE Annual Conference & Exposition

Authors

Moses Olayemi, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

Paper ID #39068Telling Half a Story: A Mixed Methods Approach to UnderstandingCulturally Relevant Engineering Education in Nigeria and the U.S.Moses Olayemi, Purdue University, West Lafayette Moses Olayemi is a Doctoral Candidate and Bilsland Dissertation Fellow in the School of Engineering Education at Purdue University. His research interests revolve around the professional development of engineering educators in low resource/post-conflict settings and the design and contextualization of in- struments to measure the impact of educational interventions. Research projects on these topics have and are currently being

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Loay Al-Zube, University of Mount Union

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

with the following: (A) detailed overview of the innovative globalengineering course offered by the author academic institution. (B) description of the design processused by the students to develop a water and flooding detection system for a client in the UAE. (C)Insights into the benefits and challenges of collaborating with engineering students from anotherculture. (D) Recommendations for executing a global engineering course successfully. This paperwill be of interest to engineering educators, researchers, and industry partners who are interestedin learning about innovative ways to teach global engineering and to prepare students for thechallenges of engineering in a globalized world.I. Course Vision, Objectives, Structure, and

Conference Session

International Division (INTL) Technical Session #4: Global DEI

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael D. Preuss, Exquiri Consulting, LLC; John Albert Avila Sr., Texas A&M University; Karen L. Butler-Purry, P.E., Texas A&M University; Shannon Walton, Texas A&M University; Ahmarlay Myint, Texas A&M University; Maria Claudia Alves, Texas A&M University; John Walewski, Texas A&M University; Zenon Medina Cetina; Kim Withers; Keisha D. Bahr, Texas A&M University; Sasha Sentz; Barbara Szczerbinska, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

Americans, American Indians orAlaska Natives, Native Hawaiians or Other Pacific Islanders) primarily at theundergraduate…and post-baccalaureate levels” [5]. The five “program priorities [of LSAMP]are…(a) increase individual student engagement, retention and progression to baccalaureatedegrees for underrepresented racial and ethnic groups, (b) enable successful transfer ofunderrepresented minority students from two-year to four-year institutions in STEM programs(c) increase access to high quality STEM mentoring and undergraduate and graduate researchexperiences, (d) facilitate seamless transition of underrepresented minority students into STEMgraduate programs and degree completion and (e) stimulate new research and learning onbroadening

Conference Session

International Division (INTL): Case Studies and Trends

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bhuvaneswari Gopal, University of Nebraska - Lincoln; Byrav Ramamurthy, University of Nebraska - Lincoln; Prasad Edamana

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

implement in their courses.The rest of the paper is organized as follows. Section II describes the related literature. SectionIII details the implementation of the workshop. Section IV presents the results of the surveysconducted in the workshop, as well as an analysis of our findings. Section V presents possiblethreats to the validity of our study. Section VI delineates possible future work and Section VIIconcludes this paper. Appendix A provides the complete session details and agenda of theworkshop, Appendix B delineates a sample handout for Day 1 of the workshop, and Appendix Ccontains the pre- and post- workshop survey questions administered to the participants of theworkshop.Related LiteratureThis experience report focuses on three distinct

Conference Session

International Division (INTL) Technical Session: Diversity, Equity and Inclusion

Collection

2024 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad de los Andes; Laura Eugenia Romero Robles, Tecnológico de Monterrey; Maria Catalina Ramirez; Libis Valdez Cervantes; Luis Alberto Cruz Salazar, Universidad Antonio Nariño,Colombia; Technical University of Munich, School of Engineering and Design, Germany

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

others, which areessential for success in the 21st century and necessary for the Fourth Industrial Revolution[24]. In addition, integrating STEM into the school curriculum contributes to creating newsolutions to social problems, improving people’s quality of life, and facing challenges suchas climate change for a more sustainable world and social development [25].B. Inclusive classroomInclusive education requires Information and Communication Technologies (ICTs) to ensureaccess to quality education and to overcome social, economic, and cultural barriers [26]. ICTsin inclusive learning spaces eliminate barriers between teacher and student because theyfacilitate interaction for students with special educational needs and make teaching moreflexible

Conference Session

International Division (INTL): Humanitarian Design and Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sandra Jennina Sanchez, Florida International University; MILTON JANUARIO RUEDA, Ean University; Douglas Lee Robertson, Florida International University; Julian Rodrigo Sosa-Molano, Florida International University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

standardized Sustainability LiteracyTest (Sulitest). A t-test analysis was applied. The results show statistically significant differencesof sustainability knowledge scores between engineering students, reporting generation Z(M=53.8, SD=5.01) scored higher than generation Y (M=44.3, SD=0.27, t (92) = -4.1964, p =.01374. The findings provide (a) meaningful insights to foster EDS, (b) a better understanding ofmeasuring sustainability knowledge among engineering students from generation Z andgeneration Y, and (c) recommendations to incorporate sustainability curriculum developmentinitiatives for future sustainable global engineering courses.IntroductionHigher Education Institutions (HEIs) are crucial in fostering sustainability awareness, which

Conference Session

International Division (INTL): Humanitarian Design and Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joanna G Burchfield, University of South Florida; Jamie Chilton, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

Paper ID #47525Designing a high-impact, short-duration sustainability-focused study abroadprogram for engineering studentsDr. Joanna G Burchfield, University of South Florida Dr. Joanna G. Burchfield is a Communication professor for the College of Engineering (CoE) at the University of South Florida (USF) where she leads a college-wide initiative to vertically integrate communication education into core engineering courses. She has over 17 years of experience in academic research, higher education instruction, and course design, and is guided by a teaching philosophy founded on growth mindset and systems thinking. Dr

Conference Session

International Division (INTL) Technical Session: Cultural Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hashim Alyousef, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

Press, 1989.[16] N. K. Khosh, A. A. A. Khalil, and H. H. S. Alhaded, “CULTURAL VALUES AND NORMS OF COMMUNICATION: A VIEW FROM THE MIDDLE EAST,” in Proceedings of ADVED 2020- 6th International Conference on Advances in Education, International Organization Center of Academic Research, Sep. 2020. doi: 10.47696/adved.202096.[17] D. K. Qattous, “The image of the teacher in Arabic poetry,” vol. 3, no. 9, 2014.[18] S. A. Karabenick and S. Moosa, “Culture and personal epistemology: U.S. and Middle Eastern students’ beliefs about scientific knowledge and knowing,” p. 19.[19] J. H. Steward, Theory of culture change: The methodology of multilinear evolution. University of Illinois Press, 1972.[20] B. K. Hofer, “Personal

Conference Session

International Division (INTL): Navigating Risks and Cross-Cultural Challenges

Collection

2025 ASEE Annual Conference & Exposition

Authors

Albertus Retnanto, Texas A&M University at Qatar; Magdy Akladios, University of Houston-Clear Lake; Hamid R. Parsaei, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

States: A Modern History, I. B. Tauris. p. 16. ISBN: 978- 1848852785, 2012.2. A. Retnanto, H. R. Parsaei, and B. Parsaei, "A Survey to Understand Students' Preference between Synchronous and Face-to-Face Instructional Methods in an Undergraduate Engineering Class in the United States and an Overseas Campus," Proceedings of the International Conference on Industrial Engineering and Operations Management, Istanbul, Turkey, March 7-10, 2022.3. A. Retnanto, H. R. Parsaei, and B. Parsaei, "Building Communication Strengths and Skills for Non-native English-Speaking Engineering Students," Proceedings of the International Conference on Industrial Engineering and Operations Management, Dubai, United Arab Emirates, March 10-12, 2020.4. A

Conference Session

International Division (INTL): Case Studies and Trends

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nicholas Choi, University of California, Irvine; Kan Li, University of California, Irvine; Farzad Ahmadkhanlou, University of California, Irvine; Tiejun Bai, University of California, Irvine; Liang Li Wu, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

Paper ID #48245A Case Study: Deploying a First-Year Engineering Course at a Sino-U.S.Joint Program AbroadNicholas Choi, University of California, Irvine Nicholas Choi is a master’s student in mechanical engineering at the University of California, Irvine. He is currently studying the impact of experiential learning in an engineering curriculum and the use of generative artificial intelligence (GenAI) in an engineering classroom.Dr. Kan Li, University of California, Irvine Dr. Kan Li is the Associate Director for the International Programs at the UCI’s Henry Samueli School of Engineering. With a strong background in

Conference Session

International Division (INTL) Technical Session #4: Global DEI

Collection

2023 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

students in the United States," Journal of Community Psychology, vol. 30, no. 1, pp. 45-55, 2002.[9] S. A. Lee, H. S. Park, and W. Kim. "Gender differences in international students’ adjustment." College Student Journal, vol. 43, no. 4, p. 1217+, 2009.[10] K. Bussey, "Gender identity development," in Handbook of identity theory and research, S. J. Schwartz, K. Luyckx, and V. L. Vignoles, Ed. Springer Science & Business Media, 2011, pp. 603-628.[11] J. H. Hitchcock, S. Sarkar, B. K. Nastasi, G. Burkholder, K. Varjas, and A. Jayasena, "Validating culture and gender-specific constructs: A mixed-method approach to advance assessment procedures in cross-cultural settings," Journal of Applied School

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Carolyn "Kelly" Ottman, Milwaukee School of Engineering; Sohum A. Sohoni, Milwaukee School of Engineering

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

fromGlobal North/Western and developing countries as they collaborate to promote global acumen.The key takeaways from this study could be summarized as: 1. Global acumen, or global awareness, is essential for navigating diverse environments and collaborating effectively across borders. a. Ignoring cultural differences can have disastrous results in cross-cultural collaborations. b. Faculty development is necessary to guide the development of global acumen in students. 2. Establishing trust and building personal relationships between collaborators is crucial for successful collaboration. 3. Understanding and articulating the motivations and goals of the collaboration is crucial for

Conference Session

International Division (INTL): Case Studies and Trends

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Texier, LACCEI; Maria Mercedes Larrondo-Petrie, Florida Atlantic University; Laura Romero, Tecnologico de Monterrey ; Libis Valdez Cervantes

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

employs a hybrid format1, facilitating theconvergence of research in diverse areas of engineering. It boasts a history spanning more than15 consecutive events and attracts over 1,500 authors. For this study, works published from 2017to 2024 were extracted from Event A. Event B was an international congress aimed atdisseminating research on entrepreneurship, innovation, education, and technology inengineering. The event was established in 2021 in an exclusively virtual format. For this article,publications from 2021 to 2024 were examined.Table 1 shows the topics of both events in which we collected a total of 4530 articles, of which3796 correspond to event A and 734 to event B.1 Event A was held in person from its inception until 2020. In 2020 it

Conference Session

International Division (INTL) Technical Session #5: Best Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Steven Ghambi, Malawi University of Business and Applied Sciences; Ashley Rae Taylor, Rice 360 Institute for Global Health Technologies; Joseph Chikaphonya Phiri, Malawi polytechnic; Justin J. Henriques; Joseph Towles, Swarthmore College

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

personal and professional lives - making it hard to build trust which is generallyimportant in successful AL-based lessons. Another impediment ensues when students prefer tomaintain anonymity, being extraordinarily reserved or not wanting to be personallyembarrassed. The end result is low class participation; potentially destroying the foundation ofAL-based strategies. We reflected on some strategies that have potential to counteract some ofthe aforementioned challenges, namely: (a) the facilitator can consider intentionally creating opportunities for one-on-one engagements with the students. Slowly, this process may lead to building trust between the student and the facilitator (b) The facilitator should devise ways of

Conference Session

International Division (INTL) Technical Session: Assessment and Accreditation, Globalization without Travel

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bradley J. Putman, Bucknell University; Khaled A. Al-Sahili, An-Najah National University; Abdelhaleem Khader, An-Najah National University; Alia Gilbrecht, An-Najah National University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

weren’tenough students from the two countries to have all balanced IVE teams, (b) since this was still apilot project, students were not forced to participate on a bi-national team if they didn’t want to,and (c) not all students felt comfortable with their communication skills in English.The IVE experience lasted seven weeks and was divided into three stages as illustrated in Figure2: Stage 1: Intercultural Dialogue (2 weeks). IVE team members were introduced and spent time learning about and practicing elements of intercultural dialogue. This period also focused on team formation through the development of a team contract. While the dedicated intercultural dialogue sessions lasted for just the first two weeks, intercultural

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula II

Collection

2024 ASEE Annual Conference & Exposition

Authors

James N Warnock, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

Paper ID #41137Issues in Establishing a Sino-American Instructional SiteDr. James N Warnock, University of Georgia James Warnock is a Professor and founding Chair for the School of Chemical, Materials and Biomedical Engineering at the University of Georgia. ©American Society for Engineering Education, 2024 Issues in Establishing a Sino-American Instructional SiteAbstractThis paper, based on the experience of the author, describes the process that a public USuniversity went through to establish a cooperative educational program in Beijing, China. Thefoundation of this venture was rooted in a robust

Conference Session

International Division (INTL) Technical Session #2: Global Engagement

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brad Putman, Bucknell University; Khaled A. Al-Sahili, An-Najah National University; Alia Gilbrecht, An-Najah National University; Karen Bunch Franklin; Shilpa Girish, Clemson University; Fabricio Leiva; Abdelhaleem Khader, An-Najah National University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

(a) (b)Figure 2. Peer Feedback results from 2021 for (a) IVE and (b) non-IVE teams. (* denotes astatistically significant difference between the two surveys; α = 0.05)The four primary categories of team dynamics (Communicate, Adapt, Relate, and Educate[CARE]) and overall team satisfaction from 2021 are summarized in Figure 3. Teams generallyshowed slight improvements in all areas over the course of the project, but the changes were notstatistically significant. The only exception was that the IVE teams showed significant growth inthe Adapt category. While the results of the IVE teams were not compared to the non-IVE teams,the values shown in Figure 3 are relatively similar for the two different

Conference Session

International Division (INTL): Humanitarian Design and Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

Paper ID #45504Cultivating Global Citizens Through Engineering Education: A Frameworkfor Sustainable DevelopmentProf. Bala Maheswaran, Northeastern University Bala Maheswaran, PhD COE Distinguished Professor Northeastern University 367 Snell Engineering Center Boston, MA 02115 ©American Society for Engineering Education, 2025 Cultivating Global Citizens through Engineering Education: A Framework for Sustainable Development Bala Maheswaran College of Engineering Northeastern

Conference Session

International Division (INTL) Technical Session #2: Global Engagement

Collection

2023 ASEE Annual Conference & Exposition

Authors

Scott Schneider, University of Dayton; Corinne Mowrey, University of Dayton; Eric Janz P.E., University of Dayton; Erick S. Vasquez, University of Dayton; Homero Murzi, Virginia Polytechnic Institute and State University; Matthew A. Witenstein, University of Dayton; Jeanne Holcomb, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

duration and the development of intercultural sensitivity,” Frontiers: The interdisciplinary journal of study abroad, vol. 10, no. 1, pp. 179-200, 2004.[2] Deardorff, D. K, “Assessing intercultural competence,” New directions for institutional research, vol. 2011, no. 149, pp. 65, 2011.[3] Gupta, A. K., Govindarajan, V, “Cultivating a global mindset,” Academy of Management Executive, vol. 16, no. 1, pp. 116-126, 2002.[4] Association of American Colleges and Universities (AAC&U), “Global Learning VALUE Rubric,” Association of American Colleges and Universities, 2014. Retrieved from https://www.aacu.org/value/rubrics/global[5] Johri, A., & Jesiek, B. K. (2014). Global and international issues in engineering

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Purdue University; Mengzhou Chen, Purdue University; Amanda Danielle Wolf, Purdue University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

Paper ID #42540Is Curriculum Complexity Related to Study Abroad Participation? A Cross-MajorComparison at One UniversityDr. Kirsten A. Davis, Purdue University Kirsten Davis is an assistant professor in the School of Engineering Education at Purdue University. Her research explores the intentional design and assessment of global engineering programs, student development through experiential learning, and approaches for teaching and assessing systems thinking skills. Kirsten holds a B.S. in Engineering & Management from Clarkson University and an M.A.Ed. in Higher Education, M.S. in Systems Engineering, and Ph.D. in

Conference Session

International Division (INTL): Navigating Risks and Cross-Cultural Challenges

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd Nicewonger, Virginia Tech ; Shea Fitzgerald Hagy, Chalmers University of Technology; Catarina Östlund

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

Paper ID #45368Pandemic Transformation in a Field Study Design Course: Insights Before,During, and After the CrisisDr. Todd Nicewonger, Virginia Tech Todd E. Nicewonger has a Ph.D. in Applied Anthropology and his work focuses on the ethnographic study of engineers and designers.Shea Fitzgerald Hagy, Chalmers University of Technology ¨Catarina Ostlund ©American Society for Engineering Education, 2025 Pandemic Transformation in a Field Study Design Course: Insights Before, During, and After the CrisisIn early spring of 2020, a group of engineering and architectural graduate students

Conference Session

International Division (INTL): Navigating Risks and Cross-Cultural Challenges

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hiroyuki Ishizaki, Shibaura Institute of Technology; Rumi Okazaki, School of Architecture, Shibaura Institute of Technology; Ikuro SHIMIZU, Shibaura Institute of Technology; Tadesse girmay Girmay

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

Paper ID #47700Exploring the Impact of Unexpected Learning Outcomes Across Cultural andArchitectural Differences: A Comparative Study of Japan and EthiopiaMr. Hiroyuki Ishizaki, Shibaura Institute of Technology Hiroyuki Ishizaki is a Visiting Professor at Shibaura Institute of Technology (SIT), a leading Japanese engineering school. His research interests include multidisciplinary teaching and learning, cross-cultural competence, collaborative online international (COIL), technopreneurship, and project/problem-based learning methods. As a Director of the Malaysia Office, he has been expatriated in Malaysia since 2014 and

Conference Session

International Division (INTL) Technical Session #3: Student Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel Ifeoluwa Adeniranye, Florida International University; Bruk T. Berhane, Florida International University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

DESTINATION PROCESS OF NIGERIAN IMMIGRANT-ORIGIN STUDENTS ATTENDING PRIVATE ELITE COLLEGES AND UNIVERSITIES,” 2021, doi: 10.13016/ZEGC-2I9Y.[4] Griffin, A. A., Scholar, M., and Griffin, K. A., “‘For me, it was just routine:’ Exploring Factors Related to Post-Secondary Aspirations for African Immigrants.,” Penn State McNair J., vol. 67, 2010.[5] B. A. Burt, A. Knight, and J. Roberson, “Racializing experiences of foreign-born and ethnically diverse Black male engineering graduate students: Implications for student affairs practice, policy, and research,” J. Int. Stud., vol. 7, no. 4, pp. 925–943, 2017.[6] F. J. Onuma and B. T. Berhane, “The Role of Family in the Educational Careers of Black Engineering

Conference Session

International Division (INTL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Francisco Coronado; MiguelAndres Andres Guerra P.E., Universidad San Francisco de Quito USFQ

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

,women, and elderly. As engineers, sometimes it may be difficult to have different conversationswith certain groups. For example, related to women hygiene, it would be better if a doctor or apsychologist gives support, rather than an engineer.References[1] World Bank Group, “Water Supply and Sanitation,” 2009, [Online]. Available: http://go.worldbank.org/GJ7BOASPG0[2] World Health Organization and United Nations Children’s Fund Joint Monitoring Programme for Water Supply and Sanitation, “Progress on Drinking Water and Sanitation: Special Focus on Sanitation,” 2008.[3] B. Amadei, R. Sandekian, and E. Thomas, “A Model for Sustainable Humanitarian Engineering Projects,” Sustainability, vol. 1, no. 4, pp. 1087–1105, Nov. 2009, doi

Conference Session

International Division (INTL) Technical Session #3: Student Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, ThatStatsGirl; Racheida S. Lewis, University of Georgia; Indrani Sen, Georgia Institute of Technology; Columbia Mishra, Maxar Technologies ; Mona Mona; Venkata Sai Naveena Bathula, SWE

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

Conference (FIE) (pp. 1-7). IEEE.[16] Pakala, K., & Bhaduri, S. (2022, February). Opportunities from Disruption-How lifelonglearning helped create more connected classrooms. In 2022 CoNECD (Collaborative Network forEngineering & Computing Diversity).[17] Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, andmixed methods approaches. Sage publications.[18] Glaser, B G 1978 Theoretical sensitivity: Advances in the methodology of grounded theory,Mill Valley, CA: Sociology Press[19] Glaser, B G and Strauss, A L (1967) The discovery of grounded theory: Strategies forqualitative research, New York: Aldine De Gruyer[20] Bhaduri, S., & Roy, T. (2015). Using grounded theory methodology to study

Conference Session

International Division (INTL) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jorge Ivan Rodriguez-Devora, University of Georgia; David Emory Stooksbury, University of Georgia; John Ray Morelock, University of Georgia; Sonia J Garcia, University of Georgia; Animesh Paul, University of Georgia; Deborah Moyaki, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

, Fall Teen Smoking 2 6 2023, spring Trash management 4 4 2023, spring Sustainable Energy 4 4Figure 1. Prototype schematic of a bottle cleaner for the trash management project doneduring the spring of 2023.B. Course details“ACTIVA tu Speaking (AtuS)” is a project-based course in a Spanglish environment about arelevant scientific/engineering topic where engineering students enrolled in the University ofGeorgia collaborate with students from a Spanish-speaking country (i.e., Mexico). Forstudents from the US, this course is a 3-credit course that is offered either as part of ajunior/senior level technical elective or as a

Conference Session

International Division (INTL): Cultivating Global Competencies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Corinne Mowrey, University of Dayton; Scott James Schneider, University of Dayton; Michael Moulton, University of Dayton; Philip Appiah-Kubi, University of Dayton; Erick S. Vasquez, University of Dayton; Homero Murzi, Marquette University; Jeanne Holcomb, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

toglobal mindset and also investigate correlations between demographic factors and mindsetgrowth and awareness. Future research will also utilize qualitative methods. Qualitativeresponses to the GES survey will be analyzed and focus groups will be interviewed to helpidentify the impact of each intervention on the global learner mindset. Beyond these steps wehope to be able to expand our research to include more interventions, including a study-abroadexperience, and a more diverse student sample.References[1] Johri, A., & Jesiek, B. K, “Global and international issues in engineering education,” Cambridge Handbook of Engineering Education Research, 655-672, 2014.[2] Williams, R, “Education for the Profession Formerly Known as

Conference Session

International Division (INTL) Technical Session: Cultural Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hans M Tritico, University of Mount Union; Chad S. Korach, University of Mount Union

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

set ofsix-piece chicken nuggets they can produce within 15-minutes. The points serve as a metric forthe overall productivity of the country and world during the game. The game is played twicewithin a 65-minute class session. The first game does not have any tariffs imposed and thusrepresents a liberalized trade environment. The game is then run a second time under a scenarioin which one country has invaded another country and in response multiple countries haveimposed import tariffs on each other. Students also spend five-minutes reflecting on what theylearned about international trade. While the specific results change each time new student teamsplay the game, the general results that a) there are winners and losers from tariffs and b