2026 ASEE Annual Conference & Exposition

WIP - Exploring the Impact of International Collaborative Engineering Design Projects on Freshman Students: Cultural Awareness and Sustainability

Presented at International Division (INTL) Technical Session 8: Virtual, Online, and AI-Supported Global Engineering Education

This study explores the role of international collaboration in shaping freshman engineering students’ awareness of cultural considerations in the design process. During the Fall 2025 semester, students from [U.S. institution] partnered with peers from [Mexican institution] to develop engineering design projects aligned with the United Nations Sustainable Development Goals (SDGs). The 16 students from [U.S institution] are members of a one credit hour First Year Odyssey Seminar (FYOS). All first-year students are required to take a FYOS. The 11 students for the [Mexican institution] are registered in an optional class as part of their advanced pre-university curriculum named Global Citizens. We will report on initial successes and challenges. Preliminary findings from this ongoing study indicate that early exposure to cross-border teamwork enhances students’ recognition of how cultural contexts influence design decisions, while also strengthening collaboration, communication, and problem-solving skills.
This project builds on prior cohorts’ assessments of student projects addressing global and local needs, including: (a) the design of a solar-powered study table for energy-limited contexts, (b) the development of a stroke prevention and awareness kit, (c) sustainable solutions for water harvesting and storage, and (d) the promotion of hands-on STEM activities for K–5 students through the creation of a practical teaching manual. Data from these projects highlighted students’ growing ability to frame problems in relation to sustainability, adapt solutions to user needs, and consider the cultural dimensions of technology adoption.
The Fall 2025 cohort extends this work by explicitly embedding international collaboration into the freshman design experience. The plan for data collection methods include pre- and post-surveys, reflective journals, and analysis of design artifacts, with a mixed-methods approach guiding interpretation based on Deardorff’s intercultural competence model. Preliminary evidence suggests that engaging students in culturally diverse, sustainability-driven projects early in their academic journey fosters both technical and intercultural competencies. Full findings will inform recommendations for incorporating international, SDG-focused projects across the engineering curriculum.

Authors

Dr. Jorge Ivan Rodriguez-Devora University of Georgia [biography]

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 http://orcid.org/0000-0003-1518-4175 The University of Georgia [biography]

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
Dr. Sonia J Garcia The University of Georgia [biography]

As Assistant Dean for Advancement and Community Development, Dr. Sonia Garcia provides strategic leadership in advancing student success, institutional partnerships, and inclusive excellence initiatives within the College of Engineering. In this role, she works collaboratively with faculty, staff, and academic leadership to design, implement, and assess high-impact programs that strengthen academic pathways, expand access to educational and professional opportunities, and support the holistic development of students across the College.

Dr. Garcia leads efforts to secure and steward external funding, including competitive grants and philanthropic investments, to create sustainable scholarship opportunities, mentoring programs, and experiential learning initiatives. She partners closely with faculty and staff to align these resources with curricular and co-curricular priorities, ensuring that programs are pedagogically sound, scalable, and responsive to student and departmental needs.

A core responsibility of her position involves working alongside faculty, advisors, and professional staff to develop initiatives that support students’ successful transition to college life, persistence in engineering majors, and preparation for graduate study and professional careers—particularly for students historically underserved in STEM and engineering. Through cross-functional collaboration, she helps foster inclusive learning environments that promote retention, academic excellence, and student well-being.

Additionally, Dr. Garcia collaborates with faculty to integrate practitioner-informed and community-engaged components into academic programming, connecting industry, government, nonprofit, and research partners with classroom and experiential learning. Her work strengthens the bridge between theory and practice, enriching engineering education while advancing workforce readiness and civic responsibility.

Dr. Garcia also contributes to the College’s scholarly and institutional mission by engaging in research, assessment, and dissemination of best practices related to student success, inclusive pedagogy, and organizational change in engineering education. She works with faculty and staff to analyze program outcomes, support accreditation and reporting efforts, and produce publications and presentations that inform institutional decision-making and national conversations.

Through sustained collaboration with students, faculty, staff, and external partners, the Assistant Dean for Advancement and Community Development plays a pivotal role in advancing the College of Engineering’s mission, strengthening its academic community, and expanding its long-term impact.

Prior to her tenure at UGA, Garcia served as senior director of the Access and Inclusion Program in the Texas A&M University College of Engineering.

Garcia earned a Ph.D. in Higher Education / Higher Education Administration from Michigan State University. She received a master’s degree in human development, Family Studies, and Related Services at the University of Rhode Island and a bachelor’s degree in political science and government from the University of Massachusetts Boston. Dr. Garcia Speaks Spanish, Italian, French.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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