Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Melanie Villatoro P.E., New York City College of Technology; Servena Narine, Daniel Hale Williams Public School 307, The Magnet School for STEM Studies; Diana Samaroo, CUNY - New York City College of Technology

School 307, The Magnet School for STEM Studies Servena Narine is a licensed and certified NYC Board of Education teacher. She is the Magnet Resource Specialist at Daniel Hale Williams Public School 307, The Magnet School for STEM Studies. Over the course of her career, she has been a classroom teacher (Grades Pre-K, 1, 2 and 3), Mathematics Coach, technology teacher and mentor. She works closely with colleagues, planning and facilitating professional development activities.Dr. Diana Samaroo, CUNY - New York City College of Technology Diana Samaroo is an Assistant Professor of Chemistry at NYC College of Technology. With a PhD in Biochemistry, her research interests are in the area of drug discovery, therapeutics and

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Jessica S Ward, Drexel University (Eng. & Eng. Tech.); Adam K Fontecchio, Drexel University (Eng. & Eng. Tech.); Robert Shultz, Drexel University; Gabriel Burks, Drexel University

Presenters: 4Presenter Name(s):1) Last Fontecchio First Adam Affiliation NSF Drexel STEM GK-12 Director2) Last Ward First Jessica Affiliation NSF Drexel STEM GK-12 Program Manager3) Last Burks First Gabriel Affiliation NSF Drexel STEM GK-12 Graduate Fellow4) Last Shultz First Bob Affiliation Drexel STEM GK-12 Graduate FellowContact Person’s Name: Jessica WardContact Person’s Email: jward@drexel.edu Page 18.26.2Contact Person’s Phone: 215-895-6918Contact Person’s Alternate Phone: 815-383-81472015-ASEE-K-12-Proposal-Form_DrexelGK12.docxPage 1 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Larry G. Richards, University of Virginia

Registration will open December 6, 2013. SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 2Presenter Name(s):1) Last Richards First Larry Affiliation University of VirginiaContact Person’s Name: Larry G. RichardsContact Person’s Email: lgr@virginia.eduContact Person’s Phone: 434.924.3191Contact Person’s Alternate Phone: 434.806.8441 Page 18.30.22015-ASEE

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

, 2013. SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 1Presenter Name(s):1) Last Oakes First Bill Affiliation Purdue University EPICS2)Contact Person’s Name: William OakesContact Person’s Email: oakes@purdue.eduContact Person’s Phone: 765-494-3892Contact Person’s Alternate Phone: 765-418-8029 Page 18.8.22015-ASEE-K12-Proposal

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

. SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 1Presenter Name(s):1) Last Oakes First William Affiliation Purdue University EPICS2)Contact Person’s Name: William OakesContact Person’s Email: oakes@purdue.eduContact Person’s Phone: 765-494-3892Contact Person’s Alternate Phone: 765-418-8029 Page 18.20.22015-ASEE-K12-Proposal-Form_EPICS_SL_submit.docx

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Diane Lashinsky, Project Lead The Way; Elizabeth A. Beaty

December 6, 2013. SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 4Presenter Name(s):1) Holt Gerald Project Lead The Way2) Siegel Shepherd Project Lead The Way3) Ruff Karl Roosevelt High School, Seattle Public Schools4) Beaty Elizabeth Morning Star Christian School, Bend, OregonContact Person’s Name: Shepherd Siegel, PhD

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Laura Bottomley, North Carolina State University; Elizabeth Anne Parry, North Carolina State University

. SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 2Presenter Name(s):1) Bottomley Laura Affiliation NC State University2) Parry Elizabeth Affiliation NC State UniversityContact Person’s Name: Laura BottomleyContact Person’s Email: laurab@ncsu.eduContact Person’s Phone: 919-515-3263Contact Person’s Alternate Phone: 919-349-8510 Page 18.29.22015-ASEE-K12-Proposal-Form

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Veronika Zhiteneva, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

! Deadline Friday, January 23, 2015 by 5:00PM EST Presenters will be notified of acceptance status by March 14. Late submissions will not be accepted. Advanced Workshop Registration will open December 6, 2013. SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 2Presenter Name(s):1) Last Moskal First Barbara Affiliation Professor, Colorado School of Mines2

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Nathan Delson, University of California, San Diego; Lelli Van Den Einde, University of California, San Diego

5:00PM EST Presenters will be notified of acceptance status by March 14. Late submissions will not be accepted. Advanced Workshop Registration will open December 6, 2013. SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 2Presenter Name(s):1) Last Delson First Nathan Affiliation Univ. of California, San Diego2) Last Van Den Einde First Lelli Affiliation Univ. of

Collection

2015 ASEE International Forum

Authors

Sergey Gerasimov; Yury P Pokholkov

of progressive pedagogical thinking, use of modern educational technologies, combining the best national traditions and international experience in training engineers; - improvement of the content of engineering education, attaining its humanization and professionalization, forming a high-level informational culture of the engineering education system, increasing the academic mobility of students to improve the quality of engineering education; - improvement of the system of retraining and professional development of the engineering education institutions faculty and engineering corps of the country, etc. [1].To achieve these objectives the AEER uses various mechanisms, namely, non

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Takao Ichiko, Professional online

Tagged Topics

International Forum

. Page 19.2.33.1 Detailed Schemes in the Research There are different and more numerous types of questions and answers betweenlearners and teaching staff in the distance learning environment. Fig.1 shows anexample of questions and answers (denoted Q/As) from learners (denoted S1 to S4) andteaching staff (denoted T), respectively. For instance, there may be a volley of answersfor Q3 if it is assumed to be of the highest priority at a certain time during the process oflectures/seminars. It is more effective to timely enhance dynamics between learners andteaching staff by making the usage of shared space mobile Q/A integration. It is alsopossible for any S to get an answer for each question uploaded if it can be found andmatched in the knowledge

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Manojkumar Vilasrao Deshpande, SVKM's NMIMS, Shirpur, MS, India; Pradeep Kashinath Waychal, Innovation Centre; Prashant Pralhadrao Udawant P.E., SVKM's NMIMS, MPSTME Shirpur Campus

Tagged Topics

International Forum

program, student need to take course related programminganalyzed statistically. language. These courses are offered to student with further objectives: (1) Student must acquire fundamentalsThe proposed pedagogy incorporated hands on practice of programming languages (2) Student should have abilityin laboratories tailored with short theory sessions to learn software tools related to their discipline.(3)replacing conventional way of conducting theory sessions Student should have adequate skills of analyzingin classroom and practical sessions in laboratory requirement and developing engineering

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Jennifer Deboer, Purdue University, West Lafayette; Shreyas Vathul Subramanian, Purdue University; Mushtak Al-Atabi, Taylor's University; David A. Delaine, Universidade de São Paulo and IFEES; josé aquiles grimoni jabg P.E., polythecnic schoool university of são paulo

Tagged Topics

International Forum

environments, whichrequires global competency and ongoing, lifelong learning to better understandingengineering cultures around the world [1], [2]. Accreditation bodies and universitiesrecognize that the preparation of lifelong globally competent engineers begins during theundergraduate degree [3]. However, incorporating international experiences into a packedundergraduate curriculum in a meaningful but affordable manner is difficult for courseadministrators and instructors. Furthermore, little is known about the effectiveness ofexisting efforts. This paper addresses the need to better understand how course instructorscan effectively internationalize their learning materials in an engineering classroom.The course used as a qualitative case study in

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Maria M. Larrondo-Petrie, Florida Atlantic University

Tagged Topics

International Forum

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Ang Liu; James R. Morrison, KAIST, ISysE; Yun Dai, University of California Santa Barbara; Stephen C-Y. Lu, University of Southern California

Tagged Topics

International Forum

isachieved by the synthesis of inverted, interactive, and international learning in networkedclassrooms on distributed campuses, while learning technologies are used strategically to enablethe new pedagogy to enrich the learning experiences and outcomes of all domestic andinternational students on local and remote campuses at multiple universities. Such a different, ifnot unique, pedagogy is developed based on three basic premises: (1) contextual understanding isbest achieved via direct engagements (as opposed to linear lecturing), hence the "inverted"learning, (2) what students learn depends on with whom they learn (instead of from whom theylearn), hence the "interactive" learning, and (3) diversity increases learning opportunity foreveryone, hence

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Anders V Warell, Lund University, Industrial Design; Charlotta Johnsson, Lund University; Carl-Henric Lennart Nilsson, Technology management

Tagged Topics

International Forum

leading to increasing strategic value of the application ofdesign in businesses (see Figure 1), the ‘Design Ladder’ model (DDC (2003)) highlights the value of design forcompetitiveness. Typically, companies’ design maturity, exhibited by their attitude towards design, is reflectedin how they integrate design thinking as part of their innovation process. In the first step of the ladder, design is anegligible part of their business. When design is applied as ‘style’, it is typically seen as an appearance attribute,relating to the final physical form of the product, which may be the responsibility of a designer or someone elsewithin the company. In the third step, design is not the result, but a method, which is integrated into the

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Mark Kennedy, University of Portland; Sharon A. Jones P.E., University of Portland

Tagged Topics

International Forum

engineering majors complete a studyabroad experience; engineering represents three percent of all US study abroad students whilecomputer science is at 1.5 percent.1 Notwithstanding the significant resources often needed topromote study abroad, there are several other factors that affect the ability of institutions topromote globalization outcomes for students. For example, several universities are revampingtheir core curriculum to include an emphasis on globalization while others are creatinginterdisciplinary courses with an international “thread” linking subject content from disciplinesas diverse as fine arts, social sciences, natural sciences, and economics.2

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Zaida M Gracia, Texas Tech University; Allison Wright, Texas Tech University

Tagged Topics

International Forum

interdisciplinary activities and assess theentire program.The project will allow a number of results to be achieved: (1) the development of a combinedResearch-Academic undergraduate student exchange program, and (2) the interaction betweenboth institutions' faculty in academic and research domains. Project results will pave futureavenues of collaboration at the graduate level, and increase cultural awareness of studentsstudying abroad to the U.S. and Colombia. Page 19.9.2 BackgroundHigher education institutions are moving toward the internationalization of their campuses. Inthe U.S., universities are recognizing the

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Andrew Thomas Conley, Michigan Technological University; Robert O. Warrington Jr., Michigan Technological University

Tagged Topics

International Forum

Institute was set onproviding humanitarian services for the destination through a leadership learning experience forthe undergraduate Michigan Tech students. As the Institute grew throughout the next few years,it was clear that additional project locations were necessary.Over the next years, the Pavlis Institute broadened its reach to countries such as Argentina, India,and, its most recent addition, Malta. The addition of each leadership practicum location“demonstrates the maturity and success of the Pavlis Institute.” 1 Each location brought aboutpolitical, authority, and educational challenges, all of which were embraced by the studentstraveling there. The learning outcomes of the Pavlis Institute were changed by the experiences inthe developed

Collection

2015 ASEE International Forum

Authors

Julia Ziyatdinova

period once they become employed.[9] Page 19.11.2 1  Strict requirements for students, faculty and educational programs; The Ministry of Education and Science of the Russian Federation is working towards standardization of basic requirements for education in Russia by providing Federal State Education Standards concerning educational programs, quality of education, faculty requirements, students’ evaluation methods and criteria, etc. All universities are obliged to get state accreditation and are advised to receive public

Collection

2015 ASEE International Forum

Authors

Julia Ziyatdinova

Ministry of Educationand Science of the Russian Federation were implemented during the last years in CTPD andFPD: 1) professional development programs at home universities (72 hours, the participantsbalancing work and study); 2) professional development programs at other universities (72hours, the participants leaving their home university for around 2 weeks); 3) professionaldevelopment programs at home universities (over 500 hours, the participants balancing work andstudy).All the three types of programs are run at Kazan National Research Technological University(KNRTU). Moreover, several all-Russian events have been hosted by KNRTU in the last years,including:- Meeting of Coordination Council on additional professional education of the

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Maria M. Larrondo-Petrie, Florida Atlantic University

Tagged Topics

International Forum

Engineering Education Association), and in the past served as First Vice President of IFEES (International Federation of Engineering Societies) Page 19.13.1 c American Society for Engineering Education, 2015Engineering for the Americas: Progress on the Action Plans of the Ministers of Science and Technology of the Organization of American StatesThe Organization of American States’ First Meeting of Ministers and HighAuthorities of Science and Technology, held in Lima, Peru in November of 2004,resulted in the Declaration of Lima [1], which pronounced that science,engineering

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Nicolas Couto Giffoni dos Santos, SIUC Leadership Development Program; Bruce DeRuntz, Southern Illinois University, Carbondale; Rhonda K Kowalchuk, Southern Illinois University Carbondale

Tagged Topics

Diversity, International Forum

Regression, Experimental Design, Program Evaluation, and Survey Methods. Page 19.14.1 c American Society for Engineering Education, 2015 1 Engineering Leadership Development Programs: Universities Respond to Critical Needs in the US and InternationallyIntroduction In a world where technological innovation continues to accelerate, engineers need tocontinuously evolve and improve, just like the new technology they are developing. The need forengineers to be effective leaders and

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Maria M. Larrondo-Petrie, Florida Atlantic University

Tagged Topics

International Forum

Caribbean.These are examined, and a summary of the state of engineering program accreditation in theregion will be presented.IntroductionEngineering program accreditation is the key to a global knowledge economy. Internationallyrecognized Engineering accreditation establishes programmatic and institutional optimizationthat provides quality assurance, internationally recognized standards, and a process ofcontinuous improvement. This would bring internationalization to academia, which would inturn build capacity, foster development, enable mobility and move the countries to globalcompetitiveness.The International Engineering Accreditation Alliance (IEA) [1] groups the agencies that havebecome signatories of the six international mutual recognition

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Ronald J Hugo, University of Calgary; Bob Brennan P.Eng., University of Calgary; Jian Zhang; Xiaodong Niu, Shantou University

Tagged Topics

Diversity, International Forum

Educational PartnershipIntroduction:Over the last three decades, the internet has accelerated interconnectedness. From thisinterconnectedness, the appearance of the “micro-multinational” or small to medium-sizedcompany that operates internationally has become a major contender. Given the highlyinternational level of economic activity now seen1, engineering graduates will likely be calledupon to navigate effectively in the global economy.In response to economic needs, post-secondary institutions have begun to address ways thatglobal competency can be integrated into engineering programs. Five educational methods thatcan be used to help develop global competency are listed below: 1. International enrolment refers to the traditional student

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Stephen U. Egarievwe, Alabama A&M University

Tagged Topics

International Forum

Faculty Development and International Collaborations Using Vertical Education Enhancement Model Stephen U. Egarievwe1,2 and Ralph B. James2 1 College of Engineering, Technology and Physical Sciences, Alabama A&M University, Normal, AL 35762, USA2 Nonproliferation and National Security Department, Brookhaven National Laboratory, Upton, NY 11973, USAAbstractThis paper presents the international collaboration and experiences of an effective facultydevelopment initiative based on a vertical education enhancement (VEE) model. The VEEfaculty development program was designed to effectively improve performance and moralthrough

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Monica Gray P.E., The Lincoln University - College of Science & Technology; Constance Loretta Lundy

Tagged Topics

Diversity, International Forum

Engineering Education’s (ASEE), Going theDistance report, 53.6% Hispanics, 61.4% Native Americans, 61.7% African Americans and 49%Female students who enter engineering programs do not graduate in this major.1 This translatesto an engineering workforce that comprise of about 6% Hispanics, 0.3% Native American, 4%African Americans and 13% females according to the latest National Science Foundation’sreport.2 With such high attrition rates among minorities and underrepresented groups, changingthe current engineering workforce’s diversity portfolio is of grave national importance andrequires a plethora of high impact approaches. In the aforementioned ASEE report, over 60strategies and best practices were proposed. High impact practices included first-year

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Maria Claudia Alves, Texas A&M University; Meghan M. Alexander, Texas A&M University; Victor Manuel Camara-Poot, Yucatan Government Ministry of Education; Martha Elena Ortega, CANIETI

Tagged Topics

Diversity, International Forum

American universitiesbrings a variety of benefits to those institutions including developing international ties, securingfinancial resources, adding diversity to the intellectual pool of students and fulfilling a shortageof engineering talent in the US [1]. However, competition for recruiting these students hasincreased in the past few years with Australia, the UK and Germany attracting a large number oftalented students [1]. Several approaches have been reported to ensure the number of internationalstudents on campuses does not decline [2], including collaborations, increased efforts inrecruitment, and commitment to new funding for marketing and program promotion [3]. These aregood strategies, however, according to Srivastava et al (2010) “there

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Sigrid -- Berka, University of Rhode Island; Emily Ann Serman, University of Rhode Island; Megan Mercedes Echevarria, University of Rhode Island; Lars O. Erickson, University of Rhode Island; Silke A. Scholz; Anette Geithner

Tagged Topics

International Forum

, andGeotecnica Ambiental. They served as important ambassadors for the tour, able to show off theirsignificantly increased linguistic and cultural proficiency in Spanish/ in the Chilean way of life.As role models they could relate best to the younger SIEPers, advocate for Chile as a site oftechnology and culture and the site of choice for the younger students’ up-coming year abroad.SIEPers can choose between study abroad options in Spain, Mexico and Chile, and it is adifficult undertaking to steer them away from the always preferred Spain and open their mind-sets towards Latin America.xiiiAcademics: The Chile J-term students earned 1-4 URI Credits: 3 credits for CVE 323: Sustainable Solutions for Developing Communities – Using Paul Pollack’s 2008 book

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Mudasser Fraz Wyne, National University

Tagged Topics

International Forum

. This involves shared education that happens across several university settings. Authorsin16 present ideal features for BOL to have a effective collaborative learning is to: (1) providetechnical and resources support, (2) get familiar with each system, (3) launch effective andsustained communication, (4) build mutual trust, and (5) get organized in all aspects of thecollaboration. In this type of collaboration using BOL can have various types of communications(a) Discussions with other instructors teaching classes in the program at two institutes involvedin the collaboration. (b) Lecturing or chatting with students in the class, may be from differentinstitutes. Communication in a BOL typically takes three forms: (i) communicating with