June 24, 2017
June 24, 2017
June 28, 2018
Our program at our institution has, since its inception in November 1992, been at the forefront of a concentrated effort to substantially increase the number of underrepresented minority students who pursue and graduate with Baccalaureate Degrees in Science, Technology, Engineering and Mathematics (STEM). Since its inception in November 1992, over 14,000 baccalaureate degrees have been awarded to underrepresented minority students at our institution. Our program has been successful in establishing international collaborative partnerships in Sweden, the Netherlands, Brazil, Austria, Morocco and Colombia.
The multi-pronged approach consists of 1) collaborating with existing programs within the NSF and other federal agencies, 2) working collaboratively with a core of mentors/faculty who have international collaborations, 3) working closely with Departments, Institutes and Centers at our institution who have international agreements, significant international research focus, and 4) working collaboratively with other Alliances, all of which have some developed program activities in international research.
By targeting participants of our program in our institution and nationally, the reported model will allow the United States to benefit from the local institutional and national networks of over 350 colleges and universities that comprise our program. At our institution (and nationally), our programs are well poised to participate in international programs, and for Scholars to acquire training in an international collaborative environment, thereby contributing towards the development of a globally competent scientific and engineering workforce. From 2008 - 2016 over 170 our program Scholars have participated in International Research Experiences in 24 different countries.
This paper will emphasize the elements of the approach and integration into our program operations with a focus on collaborations between our program and three universities in Sweden (Royal Institute of Technology (KTH)), the Netherlands (Maastricht University) and Austria (TU- Graz and University of Graz). A total of fifty five (55) students participated from 2008 to 2016. Each collaborating site possessed unique training opportunities. At the Royal Institute of Technology the collaboration with an NSF funded IRE project, students were engaged in research primarily in the chemical engineering field. At Maastricht University, students were engaged in neuroscience anchored in one department with an on-site coordinator matriculated in a dual degree doctoral program at our institutions’ Graduate Center and Maastricht University. A multi-disciplinary approach was applied in Austria with TU-Graz hosting the engineering students and the students in the life sciences were hosted by the University of Graz.
Brathwaite, C., & Vernon, J. (2017, June), An Approach Towards the Integration of International Research Experiences for Underrepresented Students in Sweden, the Netherlands, and Austria Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27551
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015