is a leader in university and community internationalization efforts, including developing and assessing global competencies in faculty, staff, and students. The paper describing her collaborative work with faculty in the WSU College of Engineering and Architecture, "A Direct Method for Teaching and Assessing the ABET Professional Skills in Engineering Programs", won the 2008 ASEE Best Conference Paper Award.

Issues surrounding women's participation in engineering have confounded policymakers around the globe for a number of years. While substantial progress has been documented for women in engineering and in computing and information technology in the Middle East, the recruitment and retention of women in these fields continue to face substantial challenges. The primary objective of our new multi-site case study is to identify the factors underlying and contributing to the educational and occupational trajectories of women in engineering and computing in Jordan, Malaysia, Saudi Arabia, Tunisia and the US. These countries vary substantially in their economic, educational, cultural, historical, legal, geographic, and political contexts AND in women's engineering and computing representation. Perhaps most importantly, they differ in their levels of prosperity, the democratization of their political and social institutions, and in the prevailing cultural understandings of engineering and computing, including its gender labeling.Our research questions are: (1) What motivates women's choice of engineering or computing as an educational/occupational path? (2) How do women perceive professionals in these fields and the work they do? (3) What societal, cultural, legal, and policy factors are perceived to support or constrain women's participation in engineering or computing fields of study and occupations? (4) What common themes emerge in different national sites and for women at different stages of study or professional practice? (5) What can we learn from one another? In addition to these general research questions, our collaborating teams in each of the five case study contexts (Jordan, Malaysia, Saudi Arabia, Tunisia, and the USA) have created contextspecific questions based on relevant literature and national metrics for each respective site. Our collaborators in Saudi Arabiahave developed a set of context-specific research questions related to computing as well, which has enjoyed strong female participation in that nation. We will include Saudi's first female engineering program, opened in 2011, in the second phase of our study when its first cohort has graduated. In this paper, we describe general and country-specific research questions and solicit input from diverse stakeholders in the IFEES community on the relevance, validity, and scope of these questions. By eliciting varied and broad perspectives, the research questions and resulting interview protocol for this study will gather rich qualitative data and will encourage buy in from the IFEES community for scale up survey work during our next phase.

He received the BS degree in electrical engineering from Rutgers University in 1968 and the MS and Ph.D. degrees in electrical engineering from the University of Colorado, Boulder in 1970 and 1974 respectively. Prof. Olsen has been a member of the electrical engineering faculty at Washington State University since 1973. During that time he has been a visiting scientist at GTE Laboratories in Waltham, MA, at ABB Corporate Research in Västerås, Sweden and at EPRI in Palo Alto, CA and a Visiting Professor at the Technical University of Denmark. His research interests include electromagnetic interference from power lines, the electromagnetic environment of power lines, electromagnetic wave propagation, electromagnetic compatibility and electromagnetic scattering. His work in these areas has resulted in approximately 75 publications in refereed journals.

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Her research is focused on fundamental understanding of physiochemical cellular properties and interactions in environmental and biological systems. She has published over 20 technical articles and presented her research in over 80 national meetings. Her research is funded by the National Science Foundation (NSF), the National Institutes of health (NIH) and 3M. She is currently teaching the "Introduction to Cellular Bioengineering" and the "Unified Systems Bioengineering I" courses.

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Dr. Beyerlein is a professor of Mechanical Engineering at the University of Idaho where he has taught for 27 years. He is involved in course design, course delivery, assessment of student learning, and pedagogical studies related to solid modeling, senior design, lean manufacturing, and thermodynamics. For the past four years he has participated in a multi-institution team investigating best practices for professional skill assessment with EPSA materials. This has involved scenario creation, administration in mid-program as well as end-of-program design courses, and preparation of materials for rater training.Dr. Patrick D. Pedrow P.E., Washington State University Patrick D. Pedrow received the B.S. degree in electrical engineering from the University of Idaho, Moscow, in 1975, the Master of Engineering degree in electric power engineering from Rensselaer Polytechnic Institute, Troy, NY, in 1976, the M.S. degree in physics from Marquette University, Milwaukee, WI, in 1981, and the Ph.D. degree in electrical engineering from Cornell University, Ithaca, NY, in 1985. From 1976 to 1981 IntroductionThis paper presents the results of implementing the Engineering Professional Skills Assessment (EPSA) method within the 'ethics' section of a senior level "Professional Issues" course. During the two years that the course instructors have been using the EPSA method, they have found the interdisciplinary EPSA scenarios to generate more enthusiastic and higher level discussion than case studies that focus solely on ethics. This paper describes the use of the different EPSA scenarios, the standardized questions which are used to prompt the student discussion, the EPSA rubric, the EPSA Summary Score, the facilitation plan, and also describes how the EPSA method can be incorporated for use at both the classroom and program level. All material described in the paper is included in the paper's appendices. BackgroundEngineering programs often contain a senior level "Professional Issues" course to cover topics, such as ethics, which are related to the professional practice of engineering. These courses commonly utilize case studies focusing on ethics as the basis for student discussions. 1 Measuring the student learning resulting from the case study process is often very subjective, difficult to quantify, inconsistent between evaluators, and costly to administer.2,3 Determining changes in student learning from freshman to senior year is also different to quantify.Proficiency in engineering professional skills, such as ethics, as described in ABET criterion 3 -student outcomes 4 , is critical for success in the multidisciplinary, intercultural team interactions that characterize 21st century engineering careers. These professional skills may be effectively assessed using a performance assessment that consists of three components: (1) a task that elicits the performance; (2) the performance itself (which is the event or artifact to be assessed); and (3) a criterion-referenced instrument, such as a rubric, to measure the quality o...