Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

David DiBiasio, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute; Natalie A Mello, The Forum on Education Abroad

Tagged Topics

Student Development

standard. The Standard that weare concerned with for this discussion is Standard 2 that addresses student learning anddevelopment. There are four sub-statements to this Standard dealing with a) interculturalunderstanding, b) language and communication, c) academic growth and d) student development.It is important to note here that the second sub-statement that deals with language is notapplicable to the WPI program being discussed. With the remaining 3, there are 24corresponding queries. Space does not permit a detailed presentation of each of the 24 queries and how the WPIprogram does or does not satisfy them. We present only a summary here. Copies of the completeset of standards and queries will be distributed at the presentation. Standard

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Eck Doerry, Northern Arizona University; Harvey Charles, Northern Arizona University

Tagged Topics

Student Development

-keycurricular plans for every supporteddegree program, routine supportfrom the college’s professionaladvising staff, and comprehensive  Figure  1:    GSEP  spans  all  STEM  degree  programs  planning and logistical support for on  campus,  and  offers  five  language  options.  the year abroad. The overall aim isto maximize program accessibilityand volume by making the international tracks no more difficult to negotiate than conventionaldegree programs.GSEP scholars may choose from five supported languages: German, French, Spanish, Chinese,and Japanese. The choice of these particular GSEP languages was driven by a strategic aim to(a) maximize coverage of languages and regions with strong global STEM leadership; and (b)leverage

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Morgan M. Bakies, University of Illinois at Urbana-Champaign; Karen Seliah Lamb, University of Illinois, Urbana-Champaign

Tagged Topics

Student Development

Paper ID #11034International Experiential Learning in Engineering: a Case Study of JuniorEnterprise in the United StatesMiss Morgan M. Bakies, University of Illinois at Urbana-Champaign Morgan Bakies is an undergraduate student in chemical engineering at the University of Illinois at Urbana- Champaign and former British Exchange student at Swansea University in Swansea, Wales. During her studies as an undergraduate, she conducted research through a National Science Foundation-funded Re- search Experience for Undergraduates program at the University of Alabama and also interned at Lyon- dellBasell’s Houston Refinery.Karen

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Robert O. Warrington Jr., Michigan Technological University; Madelyn Marie Espinosa, Michigan Technological University - Pavlis Institute; Helena Keller, Michigan Technological University

Tagged Topics

Student Development

Paper ID #8263A Case for Student Led Global LearningDr. Robert O. Warrington Jr., Michigan Technological University Director, Institute for Leadership and Innovation, Professor, Mechanical Engineering, Dean at Michigan Tech from 1996-2007. Fellow ASME, AAASMs. Madelyn Marie Espinosa, Michigan Technological University - Pavlis InstituteHelena Keller, Michigan Technological University Page 21.1.1 c American Society for Engineering Education, 2013 A Case for Student Led Global

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Maya A Trotz, University of South Florida; Joniqua Howard, University of Texas Arlington; Ken Darrie Thomas, Auburn University, Biosystems Engineering & The Honors College; Helen Muga, University of Mount Union; Jeanese Christine Badenock, University of the West Indies, Cave Hill; Sheena A Francis, University of Technology, Jamaica 235 Old Hope Rd Kgn 6. Jamaica

Tagged Topics

Student Development

  9  field  experience  destination  for  US  students  because  it  requires  no  visa  for  US  students,  has  English  as  its  main  language,  is  relatively  safe,  easy  to  get  to  and  affordable.      Figure   2:   (a)   Final   Skype   session   where   the   secondary   school   students   talked   to   each   mini-­‐team   of  biosystems  undergraduate  students  (11/28/12).  (b)  Final  land  excavation  of  biodiversity  pond  at  Edward  P.   Yorke   with   Belizean   students   and  team   of   undergraduate   students   from   University   of   Mount   Union  (05/20

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Matthew E Verbyla, University of South Florida; Colleen Claire Naughton; Allan Feldman, University of South Florida; Vanessa Vernaza-Hernandez , University of South Florida ; Marilyn E Brandt, University of the Virgin Islands; Maya A Trotz, University of South Florida; E. Christian Wells, University of South Florida; James R. Mihelcic, University of South Florida

Tagged Topics

Student Development

Paper ID #11076Using Social Media to Create a Global Community of Sustainability-EngagedStudentsMatthew E Verbyla, University of South Florida Matthew Verbyla is a Ph.D. student of Environmental Engineering and NSF Graduate Research Fellow at the University of South Florida. Matthew worked for several years in the water and sanitation sector in Honduras, including one year with a Fulbright Fellowship. He currently studies pathogen removal in wastewater treatment ponds and microbial risk in wastewater irrigation systems in Bolivia.Ms. Colleen Claire Naughton Colleen Naughton is a doctoral student at the University of

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Patrick D Ulrich, Harvard School of Engineering and Applied Sciences; Chad D Vecitis; Jason Dyett, Harvard University, DRCLAS; Monica F A Porto, USP

Tagged Topics

Student Development

Paper ID #8290The Harvard SEAS/Poli-USP Collaborative Field Course for InternationalEnvironmental Engineering EducationDr. Patrick D Ulrich, Harvard School of Engineering and Applied Sciences Patrick Ulrich has been the Assistant Director for Undergraduate Studies in Environmental Sciences & Engineering and a Lecturer on Environmental Sciences & Engineering in Harvard’s School of Engineering and Applied Sciences since 2012. He earned a Ph.D. (2011) and M.S. (2006) in environmental engineering from the University of California, Berkeley, and a B.S. in Physics (2005) from the Pennsylvania State University.Prof. Chad

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Rami Jubrail Haddad, Georgia Southern University; Youakim Kalaani, Georgia Southern University

Tagged Topics

Student Development

of instruction that will better match the cohort of students’ learning style to initiate ouradaptive teaching process.Cohort Cognitive ProfileThe different conglomeration of the Felder-Silverman learning scales for the students in a cohortforms a specific cognitive profile. We propose to use the Felder-Soloman index of learning styles(ILS) survey to determine the dominant learning styles within a cohort of students. The Felder-Soloman index of learning styles survey consists of 44 multiple choice questions. The survey has11 forced-choice questions that address each scale. Each item has only two possible choices (a)and (b) that corresponds to either one of the two categories in a specific scale. The (b) responsesare subtracted from the (a

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Kaitlin Litchfield, University of Colorado, Boulder; Amy Javernick-Will, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Topics

Student Development

, and engineering,(b) an ability to design and conduct experiments, as well as to analyze and interpret data,(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such aseconomic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability,(d) an ability to function on multidisciplinary teams,(e) an ability to identify, formulate, and solve engineering problems,(f) an understanding of professional and ethical responsibility,(g) an ability to communicate effectively,(h) the broad education necessary to understand the impact of engineering solutions in a global & societal context,(i) a recognition of the need for, and ability to engage in, lifelong

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Edward J. Berger, University of Virginia; Reid Bailey, University of Virginia

Tagged Topics

Student Development

reference in the response to situations and events (knowledge). 2. Students understand, respect, and appreciate cultural differences (attitude about culture). 3. Students demonstrate understanding of themselves and their ability to cope and adapt (attitude about self). 4. Students apply their knowledge of intercultural communication to adapt to a different culture and to interact effectively with those from a different culture or cultural background (skill). 5. Students seek out opportunities to engage (action).Each of the GCOs has several explicit sub-goals (a), (b), (c), etc. as described more completelyin Appendix A. Moreover, our university suggests that these GCOs be assessed using acollection of quantitative and

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Arnold Neville Pears, Uppsala University; Mats Daniels, Uppsala University; Åsa Sofia Cajander

Tagged Topics

Student Development

.,  Löfström,  A.,  McDermott,  R.,  and  Russell,  L.    Intercultural  Competence  in  Global  Collaboration  Courses  in  Computer  Engineering,  Applied  Human  Factors  and  Ergonomics,  San  Francisco,  USA,  2012.[4]  Cajander,  Å.,  Daniels,  M.,  McDermott,  R  and  von  Konsky,  B.  “Assessing  Professional  Skills  in  Engineering  Education”,  Australian  Computer  Science  Communications,  vol  33,  no  2,  pp  145-­154,  2011.[5]    Cajander,  Å.  Daniels,  M.  and  McDermott,  R.  On  valuing  peers:  theories  of  learning  and  intercultural  competence.  Computer  Science  Education,  22(4):319–342,  2012.  [6]  Cajander,  Å.,  Daniels,  M.,  Peters,  A.,  and  McDermott,  R.  Critical  Thinking,  Peer-­Writing,  and  the  Importance

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Souhail Elhouar, Bradley University; Amir W Al-Khafaji, Bradley University

Tagged Topics

Student Development

Engineering and Construction students to network with and learn fromprofessionals, scholars, and high level decision makers from around the world. Figure 2 showsexamples of a number of innovative construction projects from around the world that werepresented at the conference and that students got a chance to learn about first hand from thepeople who were involved in them. Page 20.29.7 (a) (b) (c) Figure 2. Sample of the construction projects highlighted at ICIC 2006. (a) Japan’s Kansai International Airport; (b) the new San Francisco-Oakland Bay Bridge

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Junichiro Kono, Rice University; Shane M Curtis, University of Tulsa

Tagged Topics

Student Development

and international undergraduate research experiencesThe National Council on Undergraduate Research defines undergraduate research as “An inquiry orinvestigation conducted by an undergraduate student that makes an original intellectual or creativecontribution to the discipline” and identifies six key benefits of these experiences: a) enhancingstudent learning through mentoring relationships with faculty, b) increasing retention, c) increasingenrollment in graduate education and providing effective career preparation, d) developing criticalthinking creativity, problem solving, and intellectual independence, e) developing an understandingof research methodology, and f) promoting an innovation-oriented culture.12 The NSF has fundedREU programs

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Pradeep Kashinath Waychal, Pune Innovation Centre; Gautam Akiwate, University of California, San Diego; Ayano OHSAKI P.E., nnovation Center for Engineering Education, Tottori University

Tagged Topics

Student Development

discussion amongst experts were split in the twosets a) Coding Related and b) Generic. The former set consists of the factors C2, C4 and C10 and thelatter consists of the rest. Page 20.22.3 TABLE 1: TEN COMMANDMENTS OF EGOLESS PROGRAMMING Ten Commandments of Egoless Programming C1 Understand and accept that you will make mistakes. C2 You are not your code. C3 No matter how much "karate" you know, someone else will always know more. C4 Don't rewrite code without consultation

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Pradeep Kashinath Waychal, Pune Innovation Centre; Ayano OHSAKI P.E.

Tagged Topics

Student Development

education necessary tounderstand the impact of engineering solutions in a global and societal context1. The Royalacademy of engineering also has identified attributes required of graduate engineers, whichinclude team-work and multidisciplinary systems2. Male and Chapman3 have quoted EngineersAustralia accreditation board requiring its graduate engineers to have, among other attributes, (a)the ability to communicate effectively, not only with other engineers but also with the Page 20.32.2community at large, (b) the ability to function effectively as an individual contributor and inmulti-disciplinary and multi-cultural teams with the capacity to be

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Kimberly Lau, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley; Sara L. Beckman, Haas School of Business

Tagged Topics

Student Development

. 7-25, 2003. 9. Felder, R.M. Index of Learning Styles, http://www.ncsu.edu/felder-public/ILSpage.html, http://www.engr.ncsu.edu/learningstyles/ilsweb.html 10. Felder, R.M., Silverman, L. (1988). Learning and Teaching Styles. Engineering Education 78 (7), 674-681. 11. Herrmann, N. (1990). The Creative Brain. Lake Lure, North Carolina: Brain Books. 12. Kayes, Anna B., Kayes, D. Christopher, Kolb, David A. (2005). Experiential Learning in Teams. Simulation & Gaming, 36. 13. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. New Jersey, USA: Prentice-Hall. 14. Kolb, A.Y. and Kolb, D.A. (2005). The Kolb Learning Style Inventory—Version 3.1, 2005 Technical

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Christie Ritter, The University of Colorado at Boulder; Alan Rolf Mickelson, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jared Leventhal, University of Colorado at Boulder; David Espinoza, University of Colorado at Boulder

Tagged Topics

Student Development

Paper ID #8277Presenting the NapoNet: Developing Global Competencies through Commu-nications Technology in the Peruvian AmazonMiss Christie Ritter, The University of Colorado at Boulder Christie Ritter is a Junior in Environmental Engineering with a focus in Engineering for Developing Communities at the University of Colorado at Boulder.Dr. Alan Rolf Mickelson, University of Colorado, BoulderDr. Daniel Knight, University of Colorado, Boulder Daniel W. Knight is the engineering assessment specialist at the Integrated Teaching and Learning Pro- gram and Laboratory. He holds a BS in psychology from Louisiana State University

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Megan Mercedes Echevarria, International Engineering Program, University of Rhode Island; Sigrid -- Berka, University of Rhode Island

Tagged Topics

Student Development

Spanish curriculum. She has developed specialized Spanish courses designed for engineers, as well as interdisciplinary courses that connect engineering to other fields of study. In her research she is equally versatile: her scholarship covers a wide range of topics relating to international education, languages across the curriculum, applied linguistics, materials development and literary and cultural studies.Dr. Sigrid – Berka, University of Rhode Island Dr. Sigrid Berka is the Executive Director of the International Engineering Program (IEP) at the Univer- sity of Rhode Island, and also the Director of the German and the Chinese IEP, responsible for building academic programs with exchange partners abroad, internship