and he currently serves as the Interim Senior Director of Institutional Research, Planning, and Assessment office. He is also serving as the director of the Making Academic Change Happen (MACH) program. He received his Ph.D. from Purdue University, and he holds his PE license in Indiana. Matt is very active with respect to experimentation in the classroom. He greatly enjoys problem-based learning and challenge-based instruction. Matt is the 2018 recipient of the American Concrete Institute's Walter P. Moore, Jr. Faculty Achievement Award. He was awarded Teacher of the Year for the Illinois Indiana section of ASEE in 2017. Also, he was awarded the Daniel V. Terrell Outstanding Paper Award from ASCE. Matt is highly active in ASEE, currently serving as the ASEE CE Division's Freshman Director. In 2014, Matt received the ASEE CE Division Gerald R. Seeley Award for a paper highlighting a portion of his work regarding the development of a Master's Degree at Rose-Hulman.
His experimental research interests focus on reinforced and prestressed concrete, while his engineering education research interests focus on experiential learning at both the university and K-12 levels. Dr. Carroll is the chair of ACI Committee S802 -Teaching Methods and Educational Materials and he has been formally engaged in K-12 engineering education for nearly ten years.
His experimental research interests focus on reinforced and prestressed concrete, while his engineering education research interests focus on experiential learning at both the university and K-12 levels. Dr. Carroll is the chair of ACI Committee S802 -Teaching Methods and Educational Materials and he has been formally engaged in K-12 engineering education for nearly ten years.
The advantages of international experiences for engineering students are well documented. With this in mind, we decided to take our 18-year-old, client-based, senior design class "on the road." This foray into the realm of international projects did not come without some anxieties:• Could we properly manage such a long-distance project?• How much of a sacrifice would it be to forego a site visit?• Would codes and regulations be nonexistent or difficult to obtain?• Would our student team experience frustration from communication challenges?• Would we sacrifice technical depth for international breadth? And these are just a few of the many questions and concerns we anticipated. This paper seeks to share our answers to these questions and to provide lessons learned for others to consider. Our focus in this paper is on a project in an underdeveloped country: Trinidad. We start out by addressing how we obtained our first international project and how we selected the student team. The student authors are the project team, and they supply the student perspective on the challenges and rewards. Results of surveys of the students who did domestic senior design projects are also included to show their perspective of their classmates' project (based on oral reports given to the class). The faculty authors are co-instructors of the senior capstone design course, and they provide insight into administration of the project. The paper ends with a list of lessons learned that may help others to avoid the pitfalls the authors experienced.
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