Conference Session

Innovations in Laboratory Studies

Collection

2008 Annual Conference & Exposition

Authors

Helen McNally, Purdue University, West Lafayette

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

partnerships were organized from highest to lowest based on theoverall lab scores and the functionality of the receiver. Factors such as habitual absenteeism,tardiness or events such as problems between partners were identified and those pairs wereeliminated from the study. The questionnaires were then rearranged by lab partners.Commonalities and differences between partners were first identified. In particular, the degreesof active vs. reflective, sensing vs. intuitive, visual vs. verbal and sequential vs. global learninghad to be reviewed. Each partnership was then described based on the learning styles presentand the degree to which these learning styles were found.ResultsThis study is in it’s infancy with follow on studies planned to increase the

Collection

1996 Annual Conference

Authors

Ph.D., J.G. Shiber; H.R. Bogale

percent of teachers and 79% of students believe that learning & retaining course material, irrespective ofgrades, best reflects student success, but 21% of students thought getting A's & B's was the primary indicator, irrespective oflearning. Also, 38% did not seem to think that interest in a course is vital for success, while 84% of teachers did. Despite the differences, most students and teachers agreed that a serious but enthusiastic & optimistic student attitude,good personal discipline, and a knowledgeable teacher who explains things well are essential to student success. It is suggested,however, that student success initiatives cannot be fully effective unless student and faculty opinions and perceptions are knownand

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Karen Alfrey, Indiana University-Purdue University, Indianapolis; Elaine Cooney, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Educational Research and Methods

exercisestargeted to the course level were open-ended problem-solving assignments with no clear-cut “right” answer or approach, and written assignments with a reflective component,frequently requiring judgment in the face of uncertainty. Table 1, taken from thisprevious study, summarizes the relationship between the steps of problem solving4 andthe components of a complete act of thought as proposed by Dewey5. Dewey’s workforms the foundation for current literature on critical thinking.Problem Solving Complete Act of Thought1. Define the problem (i) a felt difficulty (ii) its location and definition2. Explore a variety of solutions (iii) suggestion of

Conference Session

NSF Grantees Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Edward Wheeler, Rose-Hulman Institute of Technology; JianJian Song, Rose-Hulman Institute of Technology; David Voltmer, Rose-Hulman Institute of Technology

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

diagrams, intro. to TDR examples (RC TDR examples (RC Orcad TDR simulation time-domain reflect. and RL circuits) and RL circuits) (individual lab) HP AN 1304-2 5 Impedance profiling, System freq. response EXAM 1 No lab spectral content for Bode plots squarewave and trapezoidal signals 6 Crosstalk Three-conductor Time-domain crosstalk, TDR Hyperlinx examples crosstalk modeling lumped-component

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Charles Cowan, James Madison University; Elise Barrella P.E., James Madison University; Mary Katherine Watson, The Citadel; Robin Anderson, James Madison University

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

Principles of SustainableEngineering for application in civil and environmental engineering (CEE) courses, and wasrecently updated through systematic literature review to reflect a broader set of evaluationcriteria. The rubric’s constructs of sustainable design and their measures are being validated inthree phases consistent with the Benson model of construct validity.This paper will focus on efforts to iteratively validate the new rubric’s content by benchmarkingthe criteria against well-established sustainable development and design frameworks, includingthe UN Sustainable Development Goals, STAUNCH© (Sustainability Tool for Auditing forUniversity Curricula in Higher-Education), and the Envision™ Infrastructure Rating System.These three frameworks

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, University of Southern Maine; Cheryl Allendoerfer, University of Washington; Ronald R Ulseth, Itasca Community College; Rebecca A Bates, Minnesota State University, Mankato

Tagged Topics

ASEE Diversity Committee

Snyder’smodel of administrative support for communities of practice and ways in which membership incommunities of practice add value to organizations through the following elements [8]: drivestrategy, start new lines of operations, improve problem solving, transfer best practices, developprofessional skills, and help recruit and retain talent. As we adapt each element to academiccredentialing in this work, we are building on, and including quotations from, on-goinginterview-based research on credentialing innovative, transformative curriculum as describedelsewhere [see 6, 9]. This will result in a process to reflect on, manage, and implementsuccessful transformation in engineering education.  Drive strategy: As we better understand the needs and

Conference Session

Engineering Literacy: Champions of Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Maria E. Garlock, Princeton University; Aatish Bhatia, Princeton University; Evelyn Hanna Laffey, Princeton University

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

utilizing evidence-based teachingpractices and case studies. Figure 1. Student responses to their perception of greatest challenge.Resonance Resonates: Predict, Experience, ReflectAn effective approach for implementing an interactive lecture demonstration involves threestages: predict, experience, and reflect [10]. This Section defines each stage and how it wasexecuted in a lecture with the objective of teaching students about resonance in buildings duringan earthquake.PredictIn a study by Crouch et al. [11], it is shown that students who just passively observe ademonstration do not have a better understanding of the subject than students who do notobserve the demonstration at all. However, involving students by asking them to predict

Conference Session

Interactive Approaches to Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leslie Dodson, Worcester Polytechnic Institute; David DiBiasio, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; John Bergendahl, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Glenn Gaudette, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; Curtis Abel, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

, stakeholder analysis, mass balance, sewagetreatment, material properties and selection, sewage properties and conveyance, staticsand stress, filtration and chemical precipitation, and so on). These engineering concepts,though, are not abstracted from social, political, and economic considerations. Rather,engineering is imbued with social context. Through class events like town hall meetings,debates, and stakeholder analyses, students in character, are exposed to differentperspectives, values, priorities, and constraints. Additional out-of-class work such asindividual reflective essays and team-based projects also engaged them in ethicalreasoning and complex cognitive tasks related to empathy, ethics, and social justice. Inthe follow-on course

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

John H. Callewaert, University of Michigan

Tagged Divisions

Educational Research and Methods

Michigan. His undergraduate degree is in Agricultural Engineering Technology from Michigan State University. c American Society for Engineering Education, 2019 Measuring the Impact of Experiential LearningAbstractThis is a research paper submitted to the Educational Research and Methods Division.Numerous institutions are focusing on expanding experiential learning opportunities (e.g. client-based projects, international service trips, team competitions, etc.) for engineering students. Kolb[1] defines experiential learning as an iterative process involving conceptualization, activeexperimentation, concrete experience, and reflective observation. Experiential learning has alsobeen identified as an

Conference Session

Women in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Dante Fratta, University of Wisconsin, Madison; Elizabeth C Harris, University of Wisconsin, Madison; Wayne P. Pferdehirt, University of Wisconsin, Madison; Heidi-Lynn Ploeg, Queens University at Kingston; Barry D. Van Veen, University of Wisconsin, Madison

Tagged Divisions

Women in Engineering

call this use of SET into question. In particular, evidence hasshown that SET do not reflect the effectiveness of instruction or learning [1], [2]. Therefore,changes to teaching practices in response to student feedback through SET may not improveteaching or learning effectiveness. Moreover, SET data are biased. Multiple studies have shownthat SET results are biased with respect to gender [3], to sexual orientation and gender identity[4], and to race [5]. Even purportedly objective metrics, such as how quickly homework aregraded and returned, are affected by student understanding of gender [3]. For all of these reasons,SET are problematic when used in merit, tenure and promotion decisions.Appropriate Use of SETSET are unlikely to be eliminated

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Cefalu, Lafayette College ; Arthur D. Kney, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. c American Society for Engineering Education, 2020 Aspirations: Overcoming barriers to success and developing character through pre- and post-secondary school partnershipsAbstractThe goal of this study is to improve understanding of how participation in learning and teachingpartnerships between elementary classrooms facing high barriers to success and collegeclassrooms can: 1) influence the knowledge of, interest in, and aspirations toward post-secondaryeducation in populations less likely to explore college; 2) impact college students’ sense of civicknowledge, civic learning, civic reflection, and civic efficacy. Qualitative evaluation methodsdesigned by Lafayette College’s Landis Center for Community Engagement in

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan

Tagged Divisions

First-Year Programs

related to self-understanding (personal strengths [8], values, ethics and social identity).Students completed eight reflection assignments, based on the lecture and discussion topics.Prior to Fall 2018, course evaluations for ENGR 110 consistently indicated that some studentsdesired more exposure to careers within the engineering field, while other students needed moresupport leveraging academic resources and integrating into the engineering communitysuccessfully. Many students indicated that their primary motivation for enrolling in the coursewas to determine which major to pursue and had limited interest in other topics provided by thecourse. In an effort to improve student engagement and motivation across a range of needs, weintroduced student

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Harper Ogle, Clemson University; Candice W. Bolding, Clemson University; Jules Ava Lloyd, Clemson University; Logan C. Wade

Tagged Topics

Diversity, NSF Grantees Poster Session

totheir academic success. A new Student Assessment of Learning Gains (SALG) is beingdeveloped for the coming year for the mentors. Past mentor assessments have been provided inend of semester presentations and reflections. The SALG will supplement and not replace thepresentation and reflection.CE-MENT Program Components and OperationAt its inception in the first year of the grant, the peer mentor program had seven mentors. Overthe past two-plus years, the program has grown significantly. Currently, there are 25 activementors, many of whom were former mentees. The program is operating on a volunteer basisand credit is not provided to the mentees, so there is a wide range in level of involvement bymentees. On average, this year the mentees had 2

Conference Session

Engaging Community through STEM partnerships

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert Schaffer, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

emphasis. Students arerequired to (i) engage in 16 hours of community-based learning experiences and (ii) performcritical reflection and evaluation of their experiences. A primary goal of the ELSJ requirement isto foster a disciplined sensibility toward power and privilege, an understanding of the causes ofhuman suffering, and a sense of personal and civic responsibility for cultural change.The specific learning objectives of an ELSJ class are as follows:ELSJ LO1. Recognize the benefits of life-long responsible citizenship and civic engagement inpersonal and professional activities (Civic Life);ELSJ LO2. Interact appropriately, sensitively and self-critically with people in the communities inwhich they work and appreciate the formal and informal

Conference Session

Design in Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Elizabeth Shroyer, University of Washington; Timothy Sun, University of Washington

Tagged Divisions

Design in Engineering Education

much detail as they were able.Reflection Entries: Reflective entries were intended to complement the field notedocumentation by prompting students to reflect on their experiences creating more synthesis andmore personal accounts. Students were given structured prompts to guide their reflections.Throughout the quarter, these prompts became more open ended, based on group discussions.Prompts related to A) student experiences B) resources C) design and fabrication, D) topics fromthe previous meeting, E) project choice, and F) different modes of learning. In this analysis wedraw from reflection entries where students speak about design or instruction sets and tutorials.In six of the ten weeks, prompts explicitly related to design were posed. These

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

C. Gunnarsson, Massachusetts Institute of Technology; Camille Birch, University of Washington; Dianne Grayce Hendricks, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

STEM. 2. Identify how cultural concepts of race, gender, sexuality and disability have shaped scientific thought (and vice versa) through history. 3. Critically evaluate literature regarding ethics and diversity in bioengineering. 4. Analyze how engineers handle implicit bias during research and design processes. 5. Propose approaches to promote ethics and diversity in engineering practice.The honors students attended the same class sessions and completed all assignments as their non-honors peers. In addition, the honors students attended a weekly two-hour discussion section andcompleted additional assignments including weekly readings, written reflections, and a finalpaper on a topic of their choice related to the role of

Conference Session

International Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

International

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

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne, University at Albany. State University of New York; Laura Hirshfield, University of Michigan; Erick Jacob Nefcy, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Page 26.771.2moving their progress forward. However, there is no general consensus as to what specificattributes of feedback lead to improved learning, and multiple lines of research emphasize thatappropriate feedback is specific to the learning context of the student and/or task.6 Researchershave advocated that feedback works best when it directs student attention to appropriate goalsand actions,7 and encourages student reflection.8 Others believe that students are most receptiveto feedback when they are sure their answer is correct, only to learn later that it was wrong.9Additional factors include a student’s understanding of and agreement with the feedbackprovided, the motivation the feedback provides, and the limits on the student’s

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael G Mauk P.E., Drexel University; Richard Chiou, Drexel University (Eng. & Eng. Tech.)

Tagged Topics

NSF Grantees Poster Session

, device operation,defects, variability, and reliability. Laboratory projects using low-cost fluorescent cameras,visible and near-IR cameras, and laser scanning are used to characterize the grain structure,defects, surface roughness, reflectivity, and photovoltaic effects in common solar cell materials(e.g., monocrystalline and multicrystalline silicon wafers, thin film solar cells, commercialsilicon solar cells, and photovoltaic modules. Captured images can be imported into MATLABor other widely-available image processing software for analysis and interpretation. Topicallaboratory modules and projects can teach across engineering disciplines including materialsscience, optics, quality control, semiconductor devices, and renewable energy.1

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

participants andoften lacks evidence of validity. This paper examines the perceptions and use of engagedthinking, a term that encompasses critical and reflective thinking, by six students throughout a10-week Research Experience for Undergraduates summer program. An analysis of a series ofinterviews conducted with each student throughout their research experience presented themesrelated to prerequisites for engaged thinking (background knowledge, disposition, andtransitional circumstances) which could address some of the shortcomings that have previouslyprevented undergraduate research from reaching its full potential.IntroductionThe development of critical thinking skills represents one of the primary goals of undergraduateengineering education.1-3 In

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

International

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

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Roberta J Herter, California Polytechnic State University

Tagged Topics

NSF Grantees Poster Session

smaller private engineering department? Were thesurveys sufficient to capture a more fully informed picture of how students were developing asself-directed learners? Would we have a more complete understanding of how SDL is cultivated?Qualitative investigation was extended into the fourth year for the large public university cohort.Analysis of the transcribed focus groups produced some insights and many questions, includinghow self-direction could be defined in multiple ways and measured across time as an unstablecharacteristic, given to transient and episodic experiences of self-awareness and doubt, reflectionand quasi-reflection5. The ongoing processes of self-assessment and reflection provided repeatedopportunities to reveal how students

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Gordon W Skelton, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

NSF Grantees Poster Session

guided by learningmotivation, metacognition (thinking about one's thinking, and knowing one’s learning beliefsand strategies), and strategic action (planning, monitoring, evaluating progress, and taking properaction)” 1,2,3. Most educational researchers agree that the self-regulation process is a cyclical process andincludes three major phases: (1) planning, during which learners set goals, make strategic plans,and judge their self-efficacy; (2) execution, which involves learner's performance and control oftheir learning efforts, and use of learning management strategies and self-monitoring; and (3)self-reflection, which involves the self-evaluation of mastery, causal attributions, and reactions tothe learning task and performance after

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katheryn Kennedy, Stevens Institute of Technology, CIESE

Tagged Divisions

K-12 & Pre-College Engineering

for students to apply understanding of wavebehavior and patterns while designing a code and device to transmit location information torescue their classmates from “disaster”. Elementary students, in the role as Secret Agents, engagein NGSS wave transfer thinking while applying knowledge of light and/or sound waves.Designed codes and devices are presented to promote and demonstrate understanding of scienceand engineering.Context: Students are introduced to this design challenge after science exploration andinvestigations with the behavior and characteristics of light and sound. These explorationsintroduce the concepts of reflection, refraction, and also develop a model to represent wavecharacteristics using Slinkys and ropes. Students are

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign; John Vozenilek

Tagged Topics

Diversity

Tagged Divisions

Biomedical

their choice of major, begin developing their professionalidentity, and begin defining their professional goals. To assist students in developing theirprofessional identity and behavior, an immersive, first-year experience with shadowingcomponents was developed to renovate the Introduction to Bioengineering course at theUniversity of Illinois at Urbana-Champaign. This type of experience is designed to exposestudents to the professional environment with a didactic and self-reflective curriculum, therebysupporting students in their early professional development. The class was taken from a passiveseminar series that broadly covered the bioengineering field to one split into three career-centered foci, each with an overview and experience: i

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Richard Hanson Mui, University of Waterloo; Soo Jung Woo, University of Waterloo; Spencer Arbuckle, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Scott Walbridge P.E., University of Waterloo

Tagged Divisions

Architectural Engineering

activities: design, build, and test; which employ the following pedagogicaltechniques: inductive, experiential, and reflective learning respectively (Figure 1). Theseactivities each achieve one or more of the learning objectives: The design activity servesLearning Objectives 2 and 4 by splitting students’ time between two sets of design sketching andfeedback sessions. The build activity facilitates Learning Objective 3. The test activity servesLearning Objectives 4 and 5 through its presentation, load testing, and instructor feedbackcomponents. All activities engage Learning Objective 1 because this is a group work project, andrequires efficient teamwork in order to complete in the modest two-day timeframe. [Figure 1] Three

Conference Session

Course Design, Course Projects, and Student Perceptions in Chemical Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua A Enszer, University of Delaware; Catherine A Fromen, University of Delaware

Tagged Divisions

Chemical Engineering

of the course were completedin groups, but to hold individuals accountable, every student wrote a weekly reflection on theirpersonal progress and learning. At the end of the semester, in lieu of a final exam, each studentsubmitted a 10-15 page learning portfolio in which they wrote a narrative and included curatedexamples of the work they completed during the term. Each assessed element of the course wasdirectly mapped to one of the course learning goals explicitly on the syllabus.In this paper, we provide key assignment and assessment documentation associated with thecourse and discuss how these elements connect to the literature on education. In next offering ofthe course, the pace of the course will be adjusted and more guidance will be

Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Kay Camarillo P.E., University of the Pacific; Eileen Kogl Camfield, University of California at Merced

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

” group, led by the secondauthor. The group provided a forum for brainstorming ideas and the course provided a platformfor testing these strategies. Four recommendations evolved from this effort: 1.) Education onteam function and bias in team dynamics is helpful. 2.) Teamwork skills and strategies forcollaboration and conflict resolution need to be taught. 3.) Mentoring and engaging withstudents is an important aspect of the process and can be enhanced to better serve women. 4.)Reflection and self-assessment exercises can be integrated to build self-efficacy and confidencein students. Assessment was done using data collected from mid-term evaluations, peerevaluations, self-assessment exercises, input from industry judges, and teaching evaluations

Conference Session

Survivor: The First Few Years

Collection

2008 Annual Conference & Exposition

Authors

Elizabeth Creamer, Virginia Polytechnic Institute and State University; Tonya Saddler, Virginia Polytechnic Institute and State University; Margaret Layne, Virginia Polytechnic Institute and State University

Tagged Divisions

New Engineering Educators

recognized as one of the strongest influences on academic scientists’ and engineers’productivity1 and satisfaction2. Perceptions of climate reflect policies, practices, and interactionsat both a local level, as within a lab or department, and at more global level of the college oruniversity. The Collaborative on Academic Careers in Higher Education (COACHE), anemerging voice from Harvard University about faculty careers, measures climate to include (a)personal and professional interactions with colleagues, (b) opportunities for collaboration, (c)sense of fit, (d) intellectual vitality of the senior faculty, (e) fairness of evaluation, (f) equitabletreatment, and (g) support for professional development. Perceptions of climate at the more locallevel

Conference Session

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

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

International

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