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Displaying all 6 results

Invited Paper - Does the International Engineering Program Produce Graduates for the Rhode Island Workforce? Assessing Skill Sets and Company Needs

Conference Session
Track 1 - Session I - Student Development
Collection
2013 ASEE International Forum
Authors
Sigrid Berka, University of Rhode Island; Walter von Reinhart, University of Rhode Island; Erin Papa, University of Rhode Island
Tagged Topics
Invited - Student Development
Germanprogram, the University added similar dual degree programs in Engineering with Spanish,French, and most recently Chinese,iv which also proved successful. The German program,however, remains the main stay of the IEP programs; it boosts the highest numbers of enrolledstudents (Table 1). Because the German program also offers the largest homogeneous group ofgraduates, this article is based on data collected from graduates from the German program. 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10German 102 113 118 121 122 128 133 126Spanish 37 42 45 42 52 51 63 69French 27
Relevance Score: 0.86583525

Invited Paper - Faculty Professionalization in Industry Sponsored Projects in Austrian Vocational Education and Training Schools

Conference Session
Track 1 - Session I - Student Development
Collection
2013 ASEE International Forum
Authors
Eleonore Lickl, HBLVA for Chemical Industry
Tagged Topics
Invited - Student Development
strong branch in the vocational and technical field, wherestudents from 14 to 19 years old are trained in Upper-Level secondary technical and vocationalColleges. Additionally in the VET system beside VET colleges also VET schools can be chosen,but they do not end with a graduation. Figure 1 gives an overview about the Austrian educationsystem starting from the age of 14.Fig. 1: The Austrian Educational System (source: WKO1)The VET colleges (in German called BHS, Berufsbildende Höhere Schulen) are classified in theISCED 4A level according to ISCED 2011. ISCED is the international classification used toensure cross-national comparability of data about education systems on the basis of uniform andinternationally agreed definitions by UNESCO. ISCED
Relevance Score: 0.86583525

Invited Paper - Improving First-year Engineering Education Using the Engineers Without Borders Australia Challenge: what worked for whom under what circumstances

Conference Session
Track 1 - Session I - Student Development
Collection
2013 ASEE International Forum
Authors
Lyn Brodie, University of Southern Queensland; Lesley Jolly, Strategic Partnerships; Caroline Crosthwaite, University of Queensland; Lydia Kavanaugh, University of Queensland
Tagged Topics
Invited - Student Development
any innovation. Thiscreates a problem for staff who want to build on the perceived benefits of an innovation such asthe EWB Challenge, since it is not clear what outcomes can be attributed to what mechanisms andunder what circumstances. For instance, the experiential learning attributed to teamwork on reallife projects such as this can be more assumed than proven. In this project we were interested toidentify which aspects of context had an influence on the way students went about learning andhow those choices affected learning outcomes.MethodologyData about how the intervention was being implemented was collected at 13 universities inAustralia and New Zealand over Semesters 1 and 2 of 2011. We began data collection with aseries of program
Relevance Score: 0.86583525

Invited Paper - International Acreditation, Key Factor for preparation of Global Engineers. Universidad del Norte Experience

Conference Session
Track 1 - Session I - Student Development
Collection
2013 ASEE International Forum
Authors
Javier A. Paez Saavedra, Fundacion Universidad del Norte
Tagged Topics
Invited - Student Development
Relevance Score: 0.86583525

Invited Paper - Preparing the Global Engineer: How learning to teach in a Service-Learning Project Develops Effective Communication Skills in Engineering Students

Conference Session
Track 1 - Session I - Student Development
Collection
2013 ASEE International Forum
Authors
Robyne Bowering, Monash University
Tagged Topics
Invited - Student Development
skills in their final-year engineeringstudents. The project is a service-learning program placing students into schools to designand teach STEM-based (Science, Technology, Engineering and Mathematics) units of work.This paper is a phenomenological description of how the experiential learning opportunitiesprovided during the project enhance one aspect of student professional skill development:effective oral communication.Introduction‘Engineers are hired, retained and rewarded for solving problems’[1]. Globalization, massmigration, the digital revolution and a growing need for environmental stewardship arecreating new contexts and new types of problems for engineers to solve.[2] To be successful inthe rapidly changing world, engineers need to be
Relevance Score: 0.86583525

Invited Paper - University of Porto, its Faculty of Engineering and Project Based Learning (PBL) Approaches

Conference Session
Track 1 - Session I - Student Development
Collection
2013 ASEE International Forum
Authors
Teresa Restivo, University of Porto
Tagged Topics
Invited - Student Development
; Psychology and Education Sciences; Scienceand Sport) and 1 Business School, 60 R&D units. It is a public university with over31,700 students and around 3000 students are from 106 nationalities. More than 9000students are at postgraduate level (MSc and PhD). It offers 35 first cycle courses, over150 integrated or independent masters and 89 third cycle courses. The university hasover 1900 teaching & research (FTE) (76% PhD) and around 1700 technical andadministrative staff 1. Its Faculty of Engineering (FEUP), with roots dating back to1837, is the largest school at U.Porto, with over 8.700 students, 424 teaching andresearch staff (86% PhD) and 326 non-academic staff 2. FEUP is under Bologna processsince 2006. It has nine Departments: Chemical
Relevance Score: 0.86583525