Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Rami Jubrail Haddad, Georgia Southern University; Youakim Kalaani, Georgia Southern University

Tagged Topics

Student Development

cognitive profile of the student cohorts which reflects negatively on thestudents’ achievement and performance, especially in engineering. In addition to this, themajority of the engineering faculty had never gone through a formal training in teaching andlearning pedagogy. Therefore, faculty will mainly rely on the only two teaching approaches theyknow; 1) they will either teach in the same way that they were taught or 2) they will teach in thesame way they learn the best. These two teaching approaches are not the most effective; in fact,they are among the most ineffective approaches due to the inherent gap in the learning stylesbetween the new generation students and the faculty. With the increase in the diversity amongfaculty (more international

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Kaitlin Litchfield, University of Colorado, Boulder; Amy Javernick-Will, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Topics

Student Development

. Page 20.13.1 c American Society for Engineering Education, 2014 Education Without Borders: Exploring the Achievement of ABET Learning Outcomes through Engineers Without Borders-USAIntroductionEngineers of the future will be expected to obtain more skills, knowledge, and abilities in theireducation than ever before. Reports continue to expand lists of expected skills to include notonly technical skills, but also professional, management, leadership, interdisciplinary, and globalskills (e.g 1–4). At the same time, undergraduate engineering programs are hard-pressed to fitadditional credits in already overcrowded curricula. Within these constraints, extracurricularengineering activities have alleviated

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Arnold Neville Pears, Uppsala University; Mats Daniels, Uppsala University; Åsa Sofia Cajander

Tagged Topics

Student Development

 environments  in  two  upper  level  subjects.  The  goals  are  to  help  to  develop  global  engineering  competencies  and  experience,  and  appreciation  for  the  importance  of  these  skills  for  future  working  life.  The  two  courses  focus  on  working  in  an  international  context,  where  the  complex  demands  associated  with  completing  a  systems  design  and  implementation  task  on  time  are  combined  with  factors  such  as  time-­zone  differences,  the  challenges  of  working  in  a  foreign  language,  and  cultural  differences  in  terms  of  work  culture  and  community.  1.  IntroductionDevelopment  of  competencies  in  teamwork,  cultural  awareness,  professional  communication  are  well  established  goals

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Morgan M. Bakies, University of Illinois at Urbana-Champaign; Karen Seliah Lamb, University of Illinois, Urbana-Champaign

Tagged Topics

Student Development

, Brazil,and the United States using social media and email. This paper focuses on a single case studywith embedded units of Junior Enterprise in multiple countries. The authors founded the firstJunior Enterprise in the United States and will, for readability, write this paper in third person.A case study is an empirical inquiry that inspects an experience within its real life context,particularly when the experience and its context are not mutually exclusive, according to Yin.8 Inthe case of Junior Enterprise, the authors sought to conduct an in-depth investigation as adescriptive case study which allowed them to gather data from a variety of sources anddetermine its convergence.1 For this qualitative research, a case study was used because it

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Pradeep Kashinath Waychal, Pune Innovation Centre; Ayano OHSAKI P.E.

Tagged Topics

Student Development

Japan to initiate Japanese 27-Nov-13 3-Dec-13 students into Indian culture and collecting requirements for portal Discussion of the Portal Requirements between the 7-Dec-13 14-Dec-13 Indian faculty and the Indian students Portal Development - interaction between students over 15-Dec-13 25-Feb-14 internet First Version sent over the Internet 13-Feb-14 13-Feb-14 Japanese Team in India to test the built portal and 27-Feb-14 4-Mar-14 suggest enhancements Table 1: Project Activities and their scheduleThe project started in the month of November with an Indian faculty visiting Japan to initiate theJapanese students into Indian culture and collect

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

David DiBiasio, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute; Natalie A Mello, The Forum on Education Abroad

Tagged Topics

Student Development

year and rate them using an internallygenerated evaluation form, with rubrics and calibration. Included in that evaluation are theappropriate ABET criteria including the difficult criteria: global/societal impacts, communicationskills, contemporary issues, and life-long learning. Global project results historically alwaysachieve higher ratings than on-campus projects. A typical result is shown in Table 1 for the non-technical abilities that may be problematic to achieve in traditional coursework. Page 20.34.5 Table 1: Average Scores for On-Campus and Off-Campus Cohorts Relative to Some Accreditation

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Patrick D Ulrich, Harvard School of Engineering and Applied Sciences; Chad D Vecitis; Jason Dyett, Harvard University, DRCLAS; Monica F A Porto, USP

Tagged Topics

Student Development

Office in São Paulo, which could provide on-the-ground support for the course. Page 21.66.2The first SEAS/Poli-USP Collaborative Field Course was held in Brazil in January 2010, and ithas been offered each successive year on a different topic related to environmental engineering(see Table 1 and reference 4). While the course was initially developed as an internationalexperience for Harvard students, the value of alternating the location between Brazil and theUnited States quickly became apparent. In January 2012, the course was held in the UnitedStates for the first time, and the new idea of seeking out student carry-over from year-to-yearwas

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Robert O. Warrington Jr., Michigan Technological University; Madelyn Marie Espinosa, Michigan Technological University - Pavlis Institute; Helena Keller, Michigan Technological University

Tagged Topics

Student Development

LearningAbstractMichigan Technological University’s Pavlis Institute for Global Technological Leadership wasinitiated in 2005 to provide MTU students with international leadership skills throughcoursework and a student-led intensive international experience. The Pavlis certificate programrequires 25 semester hours of coursework with 13 semesters in the summer (nine hours areallocated to the five week in country experience) between the student’s junior and senior years.The additional hours are focused on preparing them to lead, work, and communicate effectivelywith one another and with their in-country contacts. The major differences between the Pavlisprogram and other intensive programs that prepare global engineers are threefold: 1. The Pavlis teams (typically

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Edward J. Berger, University of Virginia; Reid Bailey, University of Virginia

Tagged Topics

Student Development

convened a task force to develop a set of Global CompetencyOutcomes (GCOs). In 2010, the task force report was delivered and approved by the Provost andthe Board, and the resulting framework for development, improvement, and evaluation of study Page 21.19.3abroad experiences has been widely adopted as the set of "best practices" at our university,although they are not specifically calibrated for engineering students9. In brief, the resultingGCOs focus on five broad educational outcomes falling into four basic classes (knowledge, skill,attitude about self and culture, and action): 1. Students apply their knowledge to create a global frame of

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Kimberly Lau, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley; Sara L. Beckman, Haas School of Business

Tagged Topics

Student Development

diverging (Figure 1).People may also have their strengths best represented on the extreme ends of the perception orprocessing axis, rather than in one of the quadrants. In these cases, the learning style is defined as“balanced-processing” (balanced between reflective observation and active experimentation) or“balanced-perception” (balanced between abstract conceptualization and concrete experience).According to early reports by Kolb, young children show an even balance of all learning styles,but move towards more abstract thinking as they grow older [14]. A recent study found that one-third of adults were converging, another third were assimilating, 20% were accommodating, andless than 10% were divergent [25].Beckman and Barry [4] have found Kolb

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Eck Doerry, Northern Arizona University; Harvey Charles, Northern Arizona University

Tagged Topics

Student Development

requiredeveloping a comprehensive, uniform approach to STEM internationalization at the institutionallevel. In this paper, we discuss our development of the Global Science and Engineering Program(GSEP), a broad internationalization initiative uniformly spanning all engineering, math, andnatural science programs offered at Northern Arizona University. To help pave the way forothers, we pay particular attention to critical GSEP design features and rationale.1.0 IntroductionGlobalization has been the predominant economic theme for the past decade, leading to broadglobal distribution of research, design, and production teams and facilities spanning the fullspectrum of science and engineering disciplines [1]. Modern STEM graduates will be expectedto communicate

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Christie Ritter, The University of Colorado at Boulder; Alan Rolf Mickelson, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jared Leventhal, University of Colorado at Boulder; David Espinoza, University of Colorado at Boulder

Tagged Topics

Student Development

Distance6. Indeed, the end to end information bandwidth of the 445km long WiLDNet is estimated to be between 1 and 3 Mbs, a bandwidth much greater than thatnecessary for transmitting patient information and logistical telephone calls between the healthposts, but one too small to transmit full internet service to all those on the network. The NapoNetproject focuses on developing, implementing and evaluating bandwidth efficient methods forbringing communication services to those who live in the villages along the network. The NapoNet Project was initiated in February of 2009. The project was suggested toNapoNet team members by faculty members of the University of Amazon of Iquitos, Peru, andpublic health and government officials of the State

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Pradeep Kashinath Waychal, Pune Innovation Centre; Gautam Akiwate, University of California, San Diego; Ayano OHSAKI P.E., nnovation Center for Engineering Education, Tottori University

Tagged Topics

Student Development

been around for nearly four decades; there was noagreement on its objective definition. It was only in 2002, when Lamont Adams put forth 10 factorscalling them "Ten Commandments of Egoless Programming” that a step was taken in this direction 15.These factors, as given in Table 1, seem to have found wide conceptual acceptance. We decided to makeuse of them to get a measure of "egoless behavior".Any approach to develop egoless software engineers inherently implies the development of egolessbehavior. Hence, the factors would ideally fall into two categories – first the generic factors thatcorrelate to an egoless individual and second coding factors that would correlate to an egoless developer.Considering this, the factors in Table 1 after a group

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Souhail Elhouar, Bradley University; Amir W Al-Khafaji, Bradley University

Tagged Topics

Student Development

infrastructure and gain strategic insights into current global business challenges, best business practices, emerging business trends, and development of new awareness to make informed decisionsThe ICIC has a unique organization structure that motivated participants and created effectivesynergies between educators, professionals, elected officials, and government officials fromaround the world. Initially, areas of geographic proximity around the globe were defined andpotential participants were identified to form local ICIC committees. A total number of 350decision makers participated not only in the conference but also six executive summits involvingglobal problems of common interest. Figure 1 shows a map of the world identifying the

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Megan Mercedes Echevarria, International Engineering Program, University of Rhode Island; Sigrid -- Berka, University of Rhode Island

Tagged Topics

Student Development

America and the United States: 100,000 U.S. students studying inLatin America and 100,000 Latin American students studying in the United States. The overallpurpose of the initiative is to promote increased intercultural understanding and prosperitythroughout the Western Hemisphere so that people from across the region may work togethermore effectively to address global challenges that connect us in important ways, especially:“citizen security, economic opportunity, social inclusion and environmental sustainability.”1 Inthe words of President Obama: “Because when we study together, and we learn together, wework together, and we prosper together.”2With the President’s focus on promoting student mobility in order to focus specifically onaddressing

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Maya A Trotz, University of South Florida; Joniqua Howard, University of Texas Arlington; Ken Darrie Thomas, Auburn University, Biosystems Engineering & The Honors College; Helen Muga, University of Mount Union; Jeanese Christine Badenock, University of the West Indies, Cave Hill; Sheena A Francis, University of Technology, Jamaica 235 Old Hope Rd Kgn 6. Jamaica

Tagged Topics

Student Development

 classrooms  and  Engineering  Departments  at  US  Universities     Maya  A.  Trotz1,  Joniqua  Howard1,  Helen  Muga2,  Ken  Thomas3,  Sheena  Francis4,  Jeanese  Badenock5   1 Department  of  Civil  &  Environmental  Engineering,  University  of  South  Florida,  2Department  of  Civil   Engineering,  University  of  Mount  Union,  3The  Honors  College  &  Biosystem  Engineering   Department,  Auburn  University,  4Department  of  Biology,  University  of  the  Technology,  Jamaica,   5 Department  of  Biological  and  Chemical  Sciences,  University  of  the  West

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Matthew E Verbyla, University of South Florida; Colleen Claire Naughton; Allan Feldman, University of South Florida; Vanessa Vernaza-Hernandez , University of South Florida ; Marilyn E Brandt, University of the Virgin Islands; Maya A Trotz, University of South Florida; E. Christian Wells, University of South Florida; James R. Mihelcic, University of South Florida

Tagged Topics

Student Development

American Society for Engineering Education (ASEE). Page 20.40.2 c American Society for Engineering Education, 2014 Using Social Media to Create a Global Community of Sustainability-Engaged StudentsINTRODUCTIONPrograms that enable engineering students to study outside of the United States have beeneffectively integrated with engineering education (1). These programs are exposing students toglobal concepts of sustainability (2). They are also helping students develop core competenciesin engineering, while simultaneously building higher cognitive levels in some

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

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

Tagged Topics

Student Development

Domestic Undergraduate Research Experiences1. IntroductionThis paper presents the results of a study that examines how international and domesticundergraduate research experiences affect the intercultural maturity of students in science,technology, engineering, and mathematics (STEM) fields. This question is timely given theincreasingly multinational nature of research collaborations. In its 2014 Science Indicators, theNational Science Foundation (NSF) reported that 35% of U.S. articles published in 2012 wereinternationally coauthored, up from 32% in 2010, with U.S.-Japan coauthored papers comprising7% of this total. Internationally coauthored papers in science and engineering now comprise one-fourth of all papers worldwide.1 The percentage of U.S