2025 ASEE Annual Conference & Exposition

Impacting Global Mindset Using International Case Studies

Presented at International Division (INTL): Cultivating Global Competencies

An international case study was developed for a Quantitative Analysis course as part of a broader research project investigating the relative strengths of global engagement interventions without extended international travel in helping engineering students develop a global learner mindset. This work aspires to expand research into the development of global competencies in engineering beyond international study-abroad experiences. Our focus is on the development of a holistic global engineering education process that is able to reach all engineering students even when institutions are not able to provide extended opportunities to immerse them in other cultures, either because of global crises (such as a pandemic or violent conflicts), financial limitations, or the need for more sustainable methods of globally connecting.

Inspired by the historical seismic activity of the Middle East, the international case study seeks to develop a distribution plan of relief supplies (ex., bottled water) from pre-positioned storage facilities in Turkey that could be used in the event of a natural disaster. The case study involves 4 research assignments that students complete outside of class paired with 4 in-class discussion and work days where students share what they learned and work together to develop a network model. Research assignments introduce students to successful applications of humanitarian logistics, and require students to familiarize themselves with Turkey’s geography and transportation infrastructure as well as the humanitarian relief efforts in response to its most recent earthquake in 2023. Class discussions allow students the opportunity to reflect on their research, make joint decisions about the best locations for storage facilities and work together to find actual data.

The PIs conducted the pilot implementation during the spring 2023 semester and collected pre and post assessment data from the Global Engagement Survey (GES) and Global Engineering Competency Scale (GECS) instruments. Improvements to the intervention were made based on those results and the next implementation of the case study intervention occurred during the Spring 2024 semester. Preliminary data from the spring 2023 and 2024 implementations indicate a positive growth in the students' conscious consumption mindset.

Authors

Dr. Corinne Mowrey University of Dayton [biography]

Dr. Corinne Mowrey is an Assistant Professor in the Department of Engineering Management, Systems and Technology at the University of Dayton. She received her BS in Civil Engineering from the Ohio State University, and both her MS in Industrial and Human Factors Engineering and PhD in Engineering from Wright State University.
Prof. Scott James Schneider University of Dayton
Michael Moulton University of Dayton
Dr. Philip Appiah-Kubi University of Dayton [biography]

Dr. Appiah-Kubi is an Associate Professor at the University of Dayton (Department of Engineering Management, Systems and Technology). He has a Ph.D. in Industrial and Systems Engineering and a master's degree in Aviation Systems and Flight Testing from Oh
Dr. Erick S. Vasquez http://orcid.org/0000-0002-4811-6155 University of Dayton [biography]

Erick S. Vasquez-Guardado is an Associate Professor in the Department of Chemical and Materials Engineering at the University of Dayton. Dr. Vasquez earned his B.Sc. degree in chemical engineering (ChE) at Universidad Centroamericana Jose Simeon Canas (UCA) in El Salvador, an M.S. in ChE at Clemson University, and a Ph.D. in ChE at Mississippi State University.
Dr. Homero Murzi http://orcid.org/https://0000-0003-3849-2947 Marquette University [biography]

Dr. Homero Murzi is the Director of Engineering Education and Associate Professor in the OPUS College of Engineering at Marquette University and honorary Professor at the University of Los Andes (Venezuela). Homero is the leader of the Engineering Competencies, Learning, and Interdisciplinary Practices for Success (ECLIPS) Lab. His research focuses on developing engineering education practices that prepare graduate students and faculty members with the tools to promote effective and inclusive learning environments. Homero has been recognized as a Diggs Teaching Scholar, a Graduate Academy for Teaching Excellence Fellow, a Global Perspectives Fellow, a Diversity Scholar, a Fulbright Scholar, a recipient of the NSF CAREER award, and was inducted into the Bouchet Honor Society. Homero serves as the Chair for the Research in Engineering Education Network (REEN). He holds degrees in Industrial Engineering (BS, MS) from the National Experimental University of Táchira, Master of Business Administration (MBA) from Temple University, and Engineering Education (PhD) from Virginia Tech.
Jeanne Holcomb University of Dayton

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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