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

 University,  Sweden  in  the  late  1990’s7.  The  early  attempts  were  based  in   Page 20.24.2a  Problem  Based  Learning  (PBL)  environment  with  one  or  two  student  teams  comprising  students  from   1both  universities  and  a  primary  focus  on  technical  achievement  and  competencies  was  reflected  in  the  assessment.  From  2000  the  initial  PBL  course  expanded  to  a  larger  cohort,  and  a  range  of  mentorship  components  and  teamwork  assessment  items  were  added.  The  course

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

qualitative means, including surveys, focus groups, interviews,open-ended individual discussion, journaling, reflective essays, and the like.The GCOs are especially relevant to engineering education and practice because modernengineering is a globalized profession. Exposing engineering students to new situations, culturalcontexts, customs and communication practices, and ways of living and doing businesscontributes to their preparation as professionals and their development as people. For instance,GCO 1(a) ("students demonstrate knowledge of interconnectedness/interdependence of political,environmental, social, and economic systems on a global scale and in historical context")arguably targets the essence of engineering practice in a globalized world

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

/reflective learners,sensing/intuitive learners, visual/verbal learners, and sequential/global learners. The differentconglomeration of these scales for the students in any cohort forms a specific cognitive profile.We used the Felder-Soloman index of learning styles survey to determine the dominant learningstyles within a cohort of students. Knowing the students’ cognitive profile helped us adapt ourteaching styles to achieve an optimal learner-centered classroom. We mainly focused onactivities that would engage the majority of the students, to help facilitate the learning processand consequently, improve the students’ achievement. The effectiveness of this approach wasquantitatively verified by assessing the students’ satisfaction with the learning

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

= 3.07, SD = .84; RQI: PreM = 3.07, SD = .37); see Figure 1(c).Both groups reported gains on post-program test scores, but those for the NanoJapan students weregreater such that these students reported higher post-test scores than their RQI counterparts(NanoJapan: PostM = 4.18, SD = .53; RQI: PostM = 3.81, SD = .57). This difference between thetwo groups was significant, suggesting that the NanoJapan students experienced greater gains oninterpersonal development as compared with the RQI students. This may reflect an importantdifference between the programs in that throughout the summer, the NanoJapan students completeda curriculum that required written updates and reflection exercises on not only their researchprojects but also intercultural

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

the early years of their studies as a way tocreate opportunities for them to engage with their fields of study in practical, real-world, globalcontexts. The final activity provides students from all of the previous activities the opportunityto reflect on and learn how to communicate effectively about their global experiences: Page 20.30.3Activity 1: January-August Internship Program in ChileActivity 2: August-December Bilateral Academic ExchangeActivity 3: August Sustainability Project and Study Tour in ChileActivity 4: September-December Innovations in

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

additional content analysis of thetweets, both within and outside of the conversational strands. Post-course surveys will also beadministered to each student enrolled in the course.ACKNOWLEDGEMENTSThis material is based upon work supported by the National Science Foundation under Grant No.Grant No. 1243510, PIRE: Context Sensitive Implementation of Synergistic Water-EnergySystems. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation. Page 20.40.9BIBLIOGRAPHY1. Trotz, M.A., Muga, H.E., Philips, L.D., Yeh, D., Stuart, A

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

Enterprise spread to Brazil in 1988. Within one year, it is estimated that 10 JuniorEnterprises were started throughout the country, reflecting the enthusiasm Brazilian collegestudents exhibit towards entrepreneurship. An umbrella organization to oversee Brazil, similar tothat of JADE in Europe, was founded in 2003 and named Brasil Junior. Brasil Junior nowgoverns approximately 28,000 students. A relationship between Brasil Junior and JADE wasestablished almost immediately in 2003 to further the entrepreneurial activities of bothorganizations and its constituents while actively promoting Junior Enterprise to countries such asTunisia, Canada, and the United States. Currently, there are three Brazilian ambassadors inBrussels working with JADE to

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 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

 materials  to  implement   their   project.     Another   University   of   Mount   Union   field   experience   will   occur   in   May   2014   to  continue  with  this  project.  Faculty   reflection   on   the   inaugural   EGE   320   course   identified   the   following   areas   for   improvement   for  2014:  1)  More  strategically  planned  interaction  and  engagement  of  Mount  Union  Engineering  students  with   the   Belizean   High   School   students;   2)   Incorporation   of   a   detailed   educational   piece,   whereby   the  Mount   Union   students   prepare   a   module   and   present   it   with   the   students   on   the   ground   to   various  stakeholders,   and   3)   Incorporation   of   pre-­‐   and   post

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

face global challenges.AcknowledgementsThis material is based in part upon work supported by the National Science Foundation Researchin Engineering Education program under Grant No. 1129178. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.References1. National Academy of Engineering. The Engineer of 2020: Visions of Engineering in the New Century. Washington, DC: National Academies Press; 2004.2. Duderstadt JJ. Engineering for a Changing World: A Roadmap to the Future of Engineering Practice, Research, and Education. Ann Arbor, MI: The University of Michigan; 2008.3. Sheppard SD, Macatangay

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

egoless in theircareers, and were assured full confidentiality of their inputs.Reliability AssessmentIt is important to conduct a thorough measurement analysis on the survey instrument. It gives assurancethat the findings reflect accurate measures and that the results are trustworthy. Test reliability furtherindicates the extent to which individual differences in scores can be attributed to ‘true’ differences. Weused the most popular measure - Cronbach Alpha for assessing reliability of the collected data. Table 2shows the Alpha values, calculated using Minitab Version 16, for the data collected for each of thesubsets. TABLE 2: CRONBACH ALPHA VALUE FOR THE INSTRUMENT Subsets

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

2007. Currently in its 4th edition, published in 2011,the Standards are being reviewed and updated to reflect changes in the field. In addition to theseStandards, the Forum also published the Standards of Good Practice for Short-Term EducationAbroad Programs in 200910 and a second edition of the Code of Ethics for Education Abroad11in 2011. The Forum's “Standards of Good Practice are recognized as the definitive means bywhich the quality of education abroad programs may be judged.”12 For the purposes of this paper we will limit discussion to 4th edition of the Standards of GoodPractice for Education Abroad. The Forum Standards are designed and intended to beimplemented on an ongoing basis to respond to the practical realities of developing