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

Tagged Topics

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

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

Tagged Topics

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

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

Tagged Topics

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

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.)

Tagged Topics

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 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

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

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

Tagged Topics

Curriculum Development

, 1 (2010).8 National Academy of Engineering. “The Engineer of 2020: Visions of Engineering in theNew Century”, xi (2004).9 National Academy of Engineering. “The Engineer of 2020: Visions of Engineering in theNew Century”, 35 (2004).10 National Science Foundation. “Research and Development: National Trends and International Comparisons”,Science and Engineering Indicators 2012, 4-5 – 4-6, (2012). Retrieved from11 National Science Foundation. “Academic Research and Development”, Science and Engineering Indicators 2012,5-5 (2012).12 National Nanotechnology Initiative. “Frequently Asked Questions”, Retrieved fromhttp://www.nano.gov/nanotech-101/nanotechnology-facts on March 14, 2013.13 Feder, T., ʺJapan Aims to Internationalize Its