Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Ashley Ater Kranov, ABET, Inc.; Rochelle Letrice Williams, ABET; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology

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Student and Curriculum Development

describes an on-going research project in establishing the validity of a direct methodfor teaching and measuring undergraduate engineering students’ professional skills. Proficiencyin engineering professional skills (Table 1) is critical for success in the multidisciplinary,intercultural team interactions that characterize global 21st century engineering careers. Yet,faculty members around the world have struggled to define, teach and measure professionalskills since their introduction as ABET criteria for engineering programs in 20001,2,3,4 . In fall2006, the Washington State University (WSU) College of Engineering in the northwesternUnited States (US) developed an innovative, direct method to teach and measure the ABETprofessional skills

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Steven Chingnam Goh, University of Southern Queensland

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ASEE International Forum

isrecommended as the step for most graduates to management starts generally after 6 years ofwork experience14. The learning journey should also be reinforced by peer-supportnetworking in a virtual social network which students and alumni can access acrossinstitutions. This learning journey is illustrated in Figure 1.Under the educational development stream, it is proposed to embed principles such asInnovation, Leadership, Globalization and Sustainability, as part of the 21st Century SkillsSet14, into relevant technical and engineering curriculum infused within the personal,professional and educational development framework. It is envisaged that the learningjourney may involve short-term placements in another industry such as banking or the arts.Under

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Nimir Elbashir, Texas A&M University at Qatar; Hamid R. Parsaei P.E., Texas A&M University at Qatar; Elfatih E Elmalik, Texas A&M University at Qatar

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Student and Curriculum Development

addition to awards the Gordon Research Conferences, BASF Corpo- ration, the American Institute of Chemical Engineers, and Texas A&M University.Dr. Hamid R. Parsaei P.E., Texas A&M University at QatarMr. Elfatih E Elmalik, Texas A&M University at Qatar Page 21.4.1 c American Society for Engineering Education, 2013 A New Educational Approach towards Preparing Skilled Chemical Engineers for Special Assignments in the Energy Field 1. Introduction:Texas A&M University opened a branch campus in the Education City of Qatar Foundation in2003 by offering Bachelor of

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Brett Tempest, University of North Carolina, Charlotte; Miguel Pando P.E., University of North Carolina, Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Michael Adam Hoff, UNC Charlotte

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ASEE International Forum

professors would have encountered if they embarked on similarprograms during their own time in college. Students who have recently returned from aninternational service experience in Andean Peru report their perception of the value of the trip byresponding to the following prompts: 1) what was the significance of service learning to yourprofessional development?, 2) compare the value of international experiences with the value ofsimilar domestic experiences, 3) was service learning effective at developing technical skills?and, 4) what motivated you to incorporate international service learning into the crampedengineering curriculum? For comparison, the two faculty organizers also responded to the sameprompts. While not all student responses

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Brad Rogers, Arizona State University, Polytechnic campus; Kiril D Hristovski, Arizona State University, Polytechnic campus; Nalini Chhetri, Global Institute of Sustainability, Arizona State University; Benjamin L. Ruddell, Arizona State University; Mark R Henderson, Arizona State University, Polytechnic campus; John H Takamura Jr, Arizona State University

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Curriculum Development

following components: 1. An accepted body of knowledge which constitutes the field. 2. A set of academicians and practitioners who are recognized and respected as experts in the field. 3. Curricula, based on a consensus of these experts, which develop breadth of expertise, followed by specialization is particular aspects of the field.Unfortunately, the development of the academic underpinning for programs in enterprisedevelopment at the BoP has proven to be very challenging because none of the threerequirements listed above are in place. There is no universally accepted terminology or languagethat embodies these efforts, let alone an accepted body of knowledge. Nor are there standardsthat define emerging academic programs, and those

Conference Session

Partner Organization Plenary III

Collection

2013 ASEE International Forum

Authors

Lyn Brodie, University of Southern Queensland; Frank Bullen, University of Southern Queensland

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Partner Society Plenary

Engineering highlights the importance ofaccreditation as an agent for evolution and change observing that, „the accreditation processfor university engineering courses should be proactive in driving the development andupdating of course content, rather than being a passive auditing exercise‟. The reviews alsorecognised the need for the inclusion of key core graduate attributes 1-5 and the lining of thoseattributes to the bigger global requirements 6. Alongside shifting professional expectations,the accreditation process is a powerful instrument in directing the education of engineers andover the longer term, the capacity of the engineering profession. Today, the recommendationsof these reviews have been implemented and as well as addressing the

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Alina Yurievna Khramova, Kazan National Research Technological University; Vasil Yurievich Khramov; Vasiliy Grigoryevich Ivanov, KAZAN NATIONAL RESEARCH TECHNOLOGICAL UNIVERSITY

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ASEE International Forum

coverings”, etc. Bachelor and Master training will be based on projectpragmatist approach with the use of joint aligned programs, shortened study, innovativeeducational technologies and individual educational plans [5]. A.L.Demchuk and colleagues metaphorically says that Catholic educationalphilosophy (sermon, message – lecture, counseling – seminar, confession – examination,source of knowledge – word) with maximal in-class learning time, is substituted by Protestanteducational philosophy with minimal classroom training and much more self-guided learningand written works with the possibility to use any sources and references [1]. Academic mobility is accompanied by a number of problems associated with itsrealization such as

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

William Robinson, Stevens Institute of Technology; Michael Pennotti, Stevens Institute of Technology

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ASEE International Forum

systems engineers.” Proceedings Portland International Conference on Management of Engineering & Technology (PICMET) 2008, Capetown, South Africa, July 27-31, 2008.3. Final Report of the Global Engineering Excellence Initiative: Educating the Next Generation of Engineers for the Global Workplace, Published by Continental AG, Hanover, Germany, 2006, ISBN 3-9811322-1-1. Page 21.9.7

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Claudia María Zea Restrepo P.E., Universidad EAFIT; Alejandra J. Magana, Purdue University, West Lafayette; Juan Guillermo Lalinde-Pulido, Universidad EAFIT; Alberto Rodriguez P.E., Universidad EAFIT; Natalia Andrea Bueno Pizarro, Universidad EAFIT

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Curriculum Development

IMPROVEMENT IN ENGINEERING EDUCATION.Introduction.Nowadays there is a common concern about the quality of the training of future engineers tobecome not only technically exceptional but also innovative and prepared to work in an everchanging global economy and to meet the different challenges they’ll face. For instance, many ofthe visions of the ‘2020 Engineer’ [1] suggest that the education of the XXI Century engineermust be: (i) student-centered, (ii) supported by applied research, and (iii) provided withmeaningful experiences at all times. Thus, an engineer must have the necessary skills to addressscenarios such as the next scientific revolution, the revolution biotechnology in a social context,prevention and recovery from natural

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Jung-Uk Lim, Arkansas Tech University

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ASEE International Forum

power system courses. In [1],loads flow and fault analysis of a small-size power system using the PowerWorld simulatorsoftware version 10.0 was presented so that students could gain an understanding of thecapabilities of this tool and obtain and “animated picture” of a typical power system. In [2], anew power system analysis software program using the C# software and MATLAB software wasdesigned and developed to allow students to enhance their understanding of the power systemanalysis concepts. Reference [3] discusses the course contents and pedagogical approachemployed to deliver the new power system course using the Power System Simulator forEngineering (ESS/E) that aids power system studies. Each of software has its own advantagesand

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Meiliu Lu, California State University at Sacramento

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ASEE International Forum

students. In this project we have developed a set of courseware to reinforce learning of the keyconcepts of the data warehousing using a case study approach. The courseware now containstwo working learning tools: (1) data warehousing courseware; and (2) ETL (Extraction,Transformation, and Load) courseware. We have been using this courseware in a DataWarehousing and Data Mining course at California State University in past two years.Students had very positive feedback on their learning experiences with the tool. We are nowin the process of expanding to include one more sub-system, OLAP (On Line AnalyticalProcessing) cube courseware. The main advantages of using this web-based interactive courseware to supplementclassroom instructions or

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Masakatsu Matsuishi, Kanazawa Institute of Technology; Hiroko Fudano, Kanazawa Institute of Technology; Jun Fudano, Kanazawa Institute of Technology; Scott Clark, Rose-Hulman Institute of Technology; Richard Eugene Stamper P.E., Rose-Hulman Institute of Technology

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Curriculum Development

through a web conference system.Type B is a face-to-face project held during the 2nd and 3rd years of the program. What is uniqueabout this program is that students are able to understand what the necessary skills andcompetence for globally-active engineers are through the lectures while developing such skillsand competence for themselves through interaction with the project partner students using bothEnglish and Japanese.The authors had an interim assessment of the students’ performance and progress in learningobjectives of the Joint Global Engineer Program. Initial findings reveal that the Global EngineerEducation Program is effective in fostering global engineers.1. IntroductionThe 21st century has witnessed the rise of so-called “no-boundary

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Scott Grenquist, Wentworth Institute of Technology; Roger G. Hadgraft, RMIT University

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ASEE International Forum

Engineering CriteriaExamining all of the Program Educational Objectives and Student Outcomes that help form theframework of ABET’s accreditation criteria, as well as examining the Stage 1 Competencies setout by Engineers Australia would require a monograph, rather than simply a contributed paper.However, there are similarities and differences between the two outcome-based criteria that thetwo separate accreditation entities signify are the typical competencies for an entry levelProfessional Engineer. ABET’s Student Outcomes, as shown below in the column to the left,represent the typical profile that all entry-level engineers should have when they begin theircareers.5 The Stage One Competency Standards are the equivalent typical attributes that

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Gisele Ragusa, University of Southern California; Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Larry J. Shuman, University of Pittsburgh; Lucia Howard

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ASEE International Forum

research to long-standing global challenges such as epidemics, naturaldisasters and the search for alternative energy sources” 1. Hence, it is critical to investigate thevarious ways that engineering students can obtain these important engineering outcomes.Scholars and national commissions have also noted the impact of globalization and the need forcontinued U.S. economic leadership 2-4. One result, engineering educators are rethinking theskills that graduates will need to function effectively with their international counterparts. Toengineering educators this implies ABET’s set of eleven accreditation outcomes should alsoinclude the ability to work cross-culturally, especially on the international playing field 5, 6.While the engineering student

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Kwadwo Osseo-Asare, Penn State University; Victor A Atiemo-Obeng, The Dow Chemical Company (Retired)

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ASEE International Forum

- gineering, Boston University since 2009. He is been an International Associate, National Institute of Science and Technology for Mineral Resources, Water, and Biodiversity, Federal University of Minas Gerais (UFMG), Belo Horizonte, Brazil (INCT Acqua; since 2009. He writes a blog on AqueouSolutions (http://www.aqueousol.blogspot.com). Sample postings include the following: If You Educate a Girl, Page 21.16.1 Part IX, Aug. 8, 2011. Minerals as Materials, Materials as Minerals, Part 2, Feb. 1, 2010. Conversations about Mineral Industry Education: Prof. Richard Amankwah of UMaT, Ghana, July 13, 2009. Materials

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Anna Friesel, Technical University of Denmark Ballerup Campus; Denis GENON-CATALOT, Grenoble Alpes University; Jean-Marc THIRIET, • Univ. Grenoble Alpes; CNRS, GIPSA-lab, F-38402 Grenoble; Michael Helmut Werner DUPE Hoffmann, Inst. of Microwave Techniques, University of Ulm, Germany

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Faculty Development

in EIE, describedin the Official Journal of the European Union1.On the basis to the work of about one hundred teachers in higher education institutions across theEuropean Union, a synthesis of the LLL in the Electrical and Information Engineering field wasanalyzed with the objective of suggesting several experimental approaches and specificdemonstrators to advance understanding of LLL. The project described herein, in the field ofElectrical and Information Engineering, was aimed at fostering interchange, cooperation andmobility between education and training systems within the EU so that they become a qualityreference.ELLEIEC ProjectELLEIEC project consisted of three main parts:1. The first one was dedicated to LLL in EIE in Europe at the

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Megan Elizabeth Sharp, IUPUI School of Engineering and Technology; Alison L. Stevenson, Indiana University-Purdue University Indianapolis

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Student and Curriculum Development

the problems of our society”.26 This curriculum directlyaddresses that concern, and is even co-taught by a female faculty member. In the second andthird courses in this series, students have the opportunity to practice real-life scenarios andwitness their impact first-hand.This curriculum can be directly integrated into undergraduate coursework to fulfill electiverequirements; furthering the potential impact of engineering education and careers. Whenintroduced to these issues and ideas as a student, the potential for impact can be long standingand far reaching. Page 21.18.9Resources 1. Abu-Ghaida, D. and Klasen, S. The Costs of Missing the

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Michael A. Gennert, Worcester Polytechnic Institute; Gretar Tryggvason, University of Notre Dame

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ASEE International Forum

),electrical engineering (EE), mechanical engineering (ME), or software engineering (SE).However, as an inherently multidisciplinary activity, no single discipline provides the breadthdemanded by robotics in the future. Realizing this, universities are now starting to offerundergraduate and graduate degrees in robotics. Worldwide, there are now approximately 10undergraduate programs and an equal number of graduate programs in robotics. Note that theintellectual basis for Robotics Engineering is integration – it is fundamentally a systemsengineering major that is grounded in CE, CS, EE, ME and SE. As such, it is well-positioned toeducate the “entrepreneurial/enterprising engineer” of the 21st century, the engineer who 1)knows everything, 2) can do

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Jared P Coyle, Drexel University; Jamie Lyn Kennedy, Drexel University; Jessica S Ward, Drexel University (Eng. & Eng. Tech.); Adam K Fontecchio, Drexel University (Eng.)

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Curriculum Development

surveysdeveloped by a third party program evaluator. The outcomes of the program in achieving studentengineering self-efficacy, interest in engineering careers, and awareness of global engineeringchallenges through cross-cultural communication are evaluated in the context of program costand overall impact. Future expansion plans of this pilot project are also presented.1. IntroductionThe engineering community in many nations across the world is struggling to attract and retainstudents. This is a concern because a lack of qualified engineers in society creates long-termstructural inabilities to address the challenges both developed and developing societies arefacing.1, 2 Research has shown that exposure to engineering and engineering concepts at the K

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Phillip Albert Sanger, Purdue University, West Lafayette; Julia Ziyatdinova, Kazan National Research Technological University; Vasiliy Grigoryevich Ivanov, KAZAN NATIONAL RESEARCH TECHNOLOGICAL UNIVERSITY; Svetlana Vasilievna Barabanova, Kazan National Research Technological University

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Faculty Development

at technical and engineering universities, wasaimed at reading and translating foreign publications. This approach, however, was shared atthat time by many European scholars [1]. The communicative approach [2] also entered theRussian educational system in the late 20th century, however, it did not spread everywhere.Moreover, there were very few native English language speakers in the faculty and thusopportunities to practice communication skills were limited to major cities like Moscow andSt. Petersburg. Furthermore the Russian language was used for communication in science andeducation in all the socialist countries. The result was that neither students nor faculty had areal need for English language proficiency

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Imin Kao, Stony Brook University (SUNY); Yacov A. Shamash, Stony Brook University; ChoonHo Kim, SUNY Korea

Tagged Topics

Curriculum Development

only the skills of engineering and technology on the SUNY Korea campus, but also the American hallmarks of liberal arts education on the home campus in New York by choosing from among a rich variety of courses taught by nearly a thousand faculty members. This is accomplished by requiring SUNY Korea undergraduate students to take residency for at least two semesters on the home campus at SBU.1. IntroductionMany models of global collaborations exist in forging coalition and collaboration for suchinternational ventures [1-13, 14-17]. Stony Brook University (SBU) was invited by thegovernment of the Republic of Korea to establish a global campus in the new Incheon FreeEconomic Zone (IFEZ) in 2008 to deliver both undergraduate and graduate

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Chi N. Thai, University of Georgia; Yan-Fu Kuo; Ping-Lang Yen, National Taiwan University

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ASEE International Forum

Society for Engineering Education, 2013 Experiences in Cross-Teaching within a Distance Education Environment C. N. Thai1, Y. Kuo2 & P. Yen2 1 University of Georgia, College of Engineering, Athens GA 30602-4435 E-mail: thai@engr.uga.edu - Web site: http://www.engr.uga.edu/~mvteachr 2 National Taiwan University, Bio-Industrial Mechatronics Engineering Department, Taipei, Taiwan. E-mail: ykuo@ntu.edu.tw - Web site: http://bime.ntu.edu.twAbstractA project-based course in Robotics was created to serve as an elective for engineering students atthe University of Georgia (UGA) and

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Keith W Buffinton, Bucknell University; Xiannong Meng, Bucknell University; Margot A Vigeant, Bucknell University

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ASEE International Forum

offering of the course that took place in China in the summer of 2012. Wediscuss the logistics and academic goals in preparing the course, in conducting course activitiesin China, and in assessing outcomes. 1. IntroductionTo succeed and prosper in a global economy and interconnected world, U.S. students needinternational knowledge, intercultural communications skills, and global perspectives.1 Theissues of which an engineering graduate should have knowledge include recognition of theexistence of different cultures, engineering problems and solutions in a culture context, and thesocial impact that an engineering solution may have in a different cultural environment, amongmany others. The College of Engineering of Bucknell University established a

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Edward Godfrey Ochieng, Liverpool John Moores University; Andrew David Price, Lougyhborough University; Ximing Ruan Ruan, University of the West of England

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ASEE International Forum

investigated some of theprocess of developing a global engineering curriculum and important factors for successfulimplementation of a global project engineering curriculum. The next section examined QAAFramework for Qualifications. This is followed by a review of two project engineeringprogrammes at Loughborough University and Leeds University.Application of a quality assurance agency frameworkUnavoidable from scrutiny by the academic population is the QAA Framework forQualifications in the UK. The QAA is the body representing quality standards for highereducation in the UK and has prepared a hierarchy of criteria that define the expectations ofstudy through undergraduate to postgraduate qualifications. The five categories can besummarized as:1

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Brent K Jesiek, Purdue University, West Lafayette; Qin Zhu, Purdue University; Julia D Thompson, Purdue University, West Lafayette; Andrea Mazzurco, Purdue University, West Lafayette; Sang Eun Woo, Purdue University

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Student and Curriculum Development

Global Engineering Competencies and CasesWhether working on multi-national project teams, navigating geographically dispersed supplychains, or engaging customers and clients abroad, engineering graduates encounter worlds ofprofessional practice that are increasingly global in character. This new reality poses challengesfor engineering educators and employers, who are faced with the formidable task of preparingengineers to be more effective in diverse global contexts. In response, more global learningopportunities are being made available to engineering students, as reflected in gradual yet steadyincreases in the number of global engineering programs and participating students.1 Manycompanies are also offering professional development

Conference Session

Partner Organization Plenary II

Collection

2013 ASEE International Forum

Authors

Michael E. Auer, International Society for Engineering Education (IGIP)

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Partner Society Plenary

Conference Session

Partner Organization Plenary II

Collection

2013 ASEE International Forum

Authors

Vasiliy Ivanov, Kazan National Research Technological University; Svetlana Vasilyevna Barabanova, Kazan National Research Technological University; Mansur Galikhanov, Kazan National Research Technological University; Alina Guzhova, Kazan National Reserch Technological University

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Partner Society Plenary

create and develop universities that are more closely linked amongthemselves and with research institutions and private enterprise. This cooperation be-tweendifferent actors permit universities to increase both the efficiency and quality of the educationalprocess, to improve such areas of activity as applied research, and to make the most effective useof brainpower, material, information and human resources in the areas of education, science andbusiness, with the goals of training specialists, carrying out research and designing innovativeprojects.Basics laws and regulations for PPPs in Russia include:1. Participation Rules for Employers‟ Associations in the Development and Realization ofthe State Policy for Professional Education; approved

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Brian Bielenberg, Petroleum Institute

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ASEE International Forum

ensure the youth of the country are ready to meet thechallenges of the 21st century workplace.”1, p. 226That local calls for increased interest in engineering in the UAE are being heard is evident inrecent statistics. The number of students enrolled in engineering degree programs in the UAEhas risen from 7,828 in the academic year 2008-9 to 10,783 in 2011-12, a 38% increase in justthree years.7 Concurrently, there has been a dramatic increase in the number of higher educationinstitutes offering degrees in engineering, from fewer than five in 2001 to more than 20 of the 77licensed institutions of higher education offering engineering degrees in 2012. It is vital thatonce enrolled, these students persist in their engineering programs as well as in

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Ruth Rodriguez Gallegos, Tecnológico de Monterrey

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ASEE International Forum

Engineering Education, 2013 Innovation in the Teaching of Mathematics for Engineers Through Modeling and Technology: a Mexican ExperienceIntroductionThe purpose of this paper is to share the experience of an educational practice in a privateuniversity in the Northeast of México (Tecnológico de Monterrey, Monterrey Campus). Thisexperience is about a different way to teach Calculus and Differential Equations courses forfuture engineers based on a proposal developed by the Math faculty over 14 years. We start thisdocument by showing the background of a proposed DE course.1) Background: Curricular Redesign of Mathematics for EngineersThis proposal set off from the idea of re-designing the scholar mathematical discourse present

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Danielle Marie Dowling, Tufts Center for Engineering Education and Outreach; Morgan M Hynes, Arizona State University

Tagged Topics

Faculty Development

providing students with “opportunities toexperience how science is done” (NAS, 2012; p. 1) and encouraging them to focus on“modeling, developing explanations, and engaging in critique and evaluation” (NAS, 2012;p. 41). Not only can collaborative design-based projects faithfully enact authentic science and Page 21.34.2engineering practices, they have also been shown to help students reach a deeper understandingof the concepts (Crismond, 2001; Fortus et al, 2004; Kolodner, 2006; Sadler, Coyle & Schwartz,1991), gain theory-building, argumentation, and collaboration skills (Fortus et al, 2005;Kolodner, 2003; Mehalik, Doppelt & Schunn, 2008