Board 130: An International, Bilingual Engineering Design Course: Faculty/Student Experiences and Lessons Learned
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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June 26, 2024
- Conference Session
- Tagged Division
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International Division (INTL)
- Tagged Topic
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Diversity
- Page Count
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12
- DOI
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10.18260/1-2--46688
- Permanent URL
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https://peer.asee.org/46688
- Download Count
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52
Paper Authors
Jorge Ivan Rodriguez-Devora University of Georgia
Dr. Rodriguez serves as the industry capstone project coordinator for the College of Engineering at the University of Georgia. He is a faculty member of the School of Environmental, Civil, Agricultural and Mechanical Engineering.
David Emory Stooksbury
University of Georgia
orcid.org/0000-0003-1518-4175
I am an atmospheric scientist with a background in agriculture, astrophysics, and applied statistics that turned up in an engineering program. My major engineering education interests are in international engineering education and teaching conceptually de
John Ray Morelock
University of Georgia
orcid.org/0000-0001-8043-5060
Dr. Morelock is an Assistant Professor of Practice with an emphasis on engineering education research, and the Associate Director of Educational Innovation and Impact for UGA's Engineering Education Transformations Institute (EETI). In addition to coordinating EETI’s faculty development programming, Dr. Morelock conducts research on institutional change via faculty development, with an emphasis on innovative ways to cultivate and evaluate supportive teaching and learning networks in engineering departments and colleges. He received his doctoral degree in Engineering Education at Virginia Tech, where he was a recipient of the NSF Graduate Research Fellowship. His dissertation studied the teaching practices of engineering instructors during game-based learning activities, and how these practices affected student motivation.
Sonia J Garcia University of Georgia
Dr. Sonia Garcia is the Assistant Dean for Undergraduate Diversity, Equity, and Inclusion. In this role, Garcia is responsible for the initiation, development, management, evaluation of various DEI Programs.
Animesh Paul University of Georgia
Animesh, originally from Tripura, India, brings a diverse and liberal background, shaped by his military upbringing, to his role as a Ph.D. candidate at the University of Georgia's Engineering Education and Transformative Practices program. Holding a bachelor’s degree in Electronics and Electrical Engineering from KIIT University, he currently conducts research under Dr. Racheida Lewis, focusing on equity and inclusion within engineering education. Animesh is dedicated to facilitating the transition of STEM students into the workforce and advocates for a learning environment enriched with diversity and fairness. He identifies with the pronouns "He/They" and is known for his creativity, positivity, and outgoing personality.
Deborah Moyaki
University of Georgia
orcid.org/0009-0005-7441-0306
Deborah Moyaki is a doctoral student in the Engineering Education and Transformative Practice program at the University of Georgia. She holds a bachelor’s degree in Educational Technology and is excited about the possibilities technology offers to the learning experience beyond the formal classroom setting. Her research focuses on improving the educational experience of engineering students using virtual reality labs and other emerging technologies.
Abstract
Early in 2023, the University of Georgia (UGA), located in Athens, Georgia, United States, and the Universidad de Guadalajara (UG), located in Guadalajara, Jalisco, México conducted a bilingual, international design course via Zoom, called “ACTIVA tu Speaking (AtuS).” The UGA students spoke Spanish while UG students spoke English. The students jointly chose two projects, performed necessary research, and designed prototypes to meet the design needs of their respective communities. This course was not originally conducted as an engineering education research project; thus, this is a retrospective summary. Using a promotional video that the UGA students produced about the course and the course reflection paragraph that each UGA student wrote, we performed a word frequency analysis. Based on the word frequency analysis, we conclude that the students’ identification as engineers increased, students connected their academic engineering to real-world problems, the students developed professional skills necessary for working on international engineering projects, and students developed greater international engineering awareness and confidence in working in a global environment. Courses like the one presented herein offer opportunities for students to collaborate internationally without the financial and time commitment of regular study abroad programs. The authors aim to continue the research on understanding the impact that this type of course can have as an intermediate alternative to immersive programs.
Rodriguez-Devora, J. I., & Stooksbury, D. E., & Morelock, J. R., & Garcia, S. J., & Paul, A., & Moyaki, D. (2024, June), Board 130: An International, Bilingual Engineering Design Course: Faculty/Student Experiences and Lessons Learned Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46688
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