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Involving Students in an International Technology Exchange

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2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

Study Abroad, International Exchange Programs, and Student Engagements

Tagged Division


Page Count


Page Numbers

25.861.1 - 25.861.15



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Paper Authors


Clifton B. Farnsworth Brigham Young University

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Clifton Farnsworth received B.S. and M..S degrees in civil engineering from Brigham Young University and a Ph.D. in civil engineering from the University of Utah. He worked as a geotechnical engineer for eight years with the Utah Department of Transportation, spent three years as an Assistant Professor of civil engineering at the University of Texas, Tyler, and has a current appointment as an Assistant Professor of construction management at Brigham Young University.

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Mark Owen Lords Brigham Young University

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Mark Lords received B.S. and M.Acc. degrees in accounting from Brigham Young University and a M.B.A. from the University of Vermont. He worked as a CPA for three years with a large national accounting firm, spent 22 years as a developer of real estate and home builder, and has a current appointment as an Assistant Professor of construction management at Brigham Young University.

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Brian Charles Capt Brigham Youmg University

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Brian Charles Capt has a B.S. degree and a M.S. degree from BYU, along with 20 years experience as a General Contractor/Developer. Currently, he is an Assistant Professor full-time.

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Involving Students in an International Technology Exchange Taking part in an international travel opportunity can provide invaluable learning opportunitiesnot readily available through typical educational means for undergraduate students, includingexperiencing cultural diversity, global awareness, and identifying similarities and differences inprofessional practice. However, the benefits of student involvement increase tremendously whenstudents are given a direct opportunity to share their educational knowledge with university studentsand professionals in a foreign land. This paper demonstrates how one construction managementprogram utilized an international exchange opportunity as a means of allowing students to share whatthey were learning with students and professionals alike. An invitation was initially extended to the program to send students on an international trip toassess the building of a school within an impoverished area. A faculty member and several studentsmade the initial trip to provide assistance with the school. While there, they were able to meet withstudents at a local university where those students expressed an interest in learning about some of themore advanced techniques being utilized by our program, including such topics as building informationmodeling. A second exchange trip was undertaken this past year, with its primary emphasis to conduct atechnology exchange on concepts not currently being utilized within the foreign program. Students fromour program were able to prepare and present training sessions to university students andprofessionals. Since that time, a memorandum of understanding has been established to continue thisinternational exchange for at least the next five years, including students from both schools traveling toeach other’s institution to exchange learning. The purpose of this paper is to identify the sequencing and processes that has allowed thisinternational exchange program to be established. The perceived benefits from the exchange will alsobe provided, including the specific thoughts and lessons learned provided by the students attending themost recent exchange trip. Finally, the paper discusses the importance of using students for the actualtechnology exchange and how this truly creates a more complete international experience for them.

Farnsworth, C. B., & Lords, M. O., & Capt, B. C. (2012, June), Involving Students in an International Technology Exchange Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21618

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