Conference Session

International Educational Experiences (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alistair Cook, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

International

Citizens  Engineering Students preparedness for working globally  Evaluation of learning programsIt should be noted that developing assessment and evaluation methods in this area is inherently complex,given the list of areas to be investigated, including ethics, social norms, global difference along withstudents own biases based on culture, racial and ethnic position, socio-economic status etc. [12] Thereare also research philosophy and methodological issues to consider, most qualitative measures of globalpreparedness or awareness are by nature, self-efficacy which may call into question the level of ability ofstudents to self-assess given their respective levels of experience. As an example, a recent study into theEWB-USA chapter at

Conference Session

International Research Experiences

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lauren Michelle Hatfield, Virginia Polytechnic Institute and State University; Catherine T. Amelink, Virginia Polytechnic Institute and State University; Nicole P. Sanderlin, Virginia Polytechnic Institute and State University; Heather Elizabeth Lyne, Virginia Polytechnic Institute and State University; Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

International

asked students about their research self-efficacy and torate themselves on their research ability. Questions included ability to manage a team, identifyresearch problems, and communicate their findings. Qualitative data were collected from theGlobal Engineering Competency Activity (Jesiek, 2011) an open-ended question that askedrespondents to consider themselves as a working engineer in an international location. Therespondent in this imagined role was asked to consider how they needed to be prepared to enterinto this international work situation and list five capabilities and/or things they would need toknow. Given the low number of participants we were not able to run detailed statistical analyses.Descriptive statistics were used to compare

Conference Session

International Educational Experiences (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cynthia B. Paschal, Vanderbilt University; Isabelle S. Crist, Vanderbilt University Global Education Office; Christopher J. Rowe, Vanderbilt University

Tagged Divisions

International

we makethe assumptions that all students who studied abroad actually graduated and that the 17,202engineering/CS students who studied abroad in 2013/2014 likely graduated in 2014/2015, thenwe can roughly estimate that 17202 / (96,858 + 59,581) or 11% of U.S. bachelor degreerecipients in engineering/CS studied abroad. Unfortunately, this estimate for engineering/CS istainted by the inclusion of information science students in the denominator.Given that most third-party study abroad providers and host institutions abroad set grade pointminima for study abroad participation in the 2.7 - 3.0 range on a 4.0 scale and that addressing theindividual challenges of studying abroad requires a sufficient amount of self-efficacy, theassumption that