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

immaterial and material, the second floor is wheretechnology is integrated to the project that is being developed, and the first floor is the place tobuild the product conceived in its entirety. Such spaces and strategies have encouraged rethinkingthe curriculum of the School of Engineering in a way that, when integrated with processes forscientific research in education, may allow significant changes in learning environments andpromote the renovation of the pedagogical strategies.Thus, we propose an approach for designing curriculum for the School of Engineering of EAFITUniversity based on three types of processes: (a) scientific research in education, which allowsthe definition and construction of research and innovation projects that are based on

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

comprehensive liberal-arts campus abroaddeveloped by a major U.S. research university.” Abu Dhabi’s commitment includes the offer topay for the entire cost of building and operating the new campus—“to build an A+ university.”In addition, the NYUAD campus will “offer the same degrees that are offered in New York, witha curriculum developed by the university’s New York-based faculty.” [4] According to the samearticle, the students of NYUAD will be chosen by NYU’s Office of Admissions, relying on thesame standards used for the New York campus. NYU Abu Dhabi students will be offered theopportunity to spend a semester in New York. However, some critics say that the description ofthemselves as guests of the United Arab Emirates “turns foreign branch campuses

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

program andwe have not developed yet any graduate programs to follow the undergraduate program.Therefore, if we develop an additional global engineer program to graduate students, whocompleted the current undergraduate Joint Global Engineer Education Program, we can combinethe undergraduate program and the new graduate program into a new integrated global engineereducation program.Although we have not yet officially started developing any graduate programs to follow theundergraduate program, one idea of graduate programs is a combination of “Study abroad” and“Work abroad”. One possible example of a combination of “Study abroad” and “Work abroad”for graduate students of KIT, who finished Bachelor Course at KIT, would be to enroll in aMaster Course

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

educationAbstractA grand challenge in the global engineering community is the recruitment and retention ofstudents. Previous research in engineering education has shown that pre-college exposure toengineering plays an integral part in student self-selection of engineering as a course of study atthe university level. Presented in this work is an international program which seeks to attracttalented students through the use of NSF GK12 Engineering Visiting Fellows and cross-cultural,hands-on problem based design projects. In this two-year study, 5 separate projects are carriedout involving 690 students split between urban high schools in the United States and partnersecondary schools in Kenya. Quantitative and qualitative analysis is carried out using

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

improvement in their oralproficiency at the end of study abroad.174.3 Intercultural Competency: We utilized the Intercultural Development Inventory (IDI) toassess intercultural competency of NanoJapan participants. The IDI is theoretically grounded inMilton Bennett’s “Developmental Model of Intercultural Sensitivity,” a frequently-citeddevelopmental model that identifies six progressive stages through which individuals pass inadapting interculturally. The results of the IDI place an individual at a point along this six-stagedevelopmental continuum, from ethnocentric to ethnorelative. The stages of the DMIS aredenial, defense, minimization, acceptance, adaptation, and integration.18 While the IDI does notmeasure learning specific to Japan, it does