June 15, 2014
June 15, 2014
June 18, 2014
24.572.1 - 24.572.13
Experiences of international and domestic students in the first two years of undergraduate engineering programs Increasing numbers of students from outside the U.S. are matriculating into undergraduate engineering programs. National data published recently in ASEE PRISM show that the percentage of international undergraduate engineering students rose from 5.32% in 2007 to 8.56%. Data at individual institutions vary substantially from the national averages with some reporting that more than 20% of their first‐year undergraduate engineering students are international. Many of the international students come from countries whose educational systems are quite different than those in the U.S. Consequently, these students may encounter difficulty because they are not accustomed to the type of learning environments that exist in the U.S. Highly interactive courses such as design courses with team projects can be a particular challenge for some international students. The College of Engineering at a mid‐Atlantic research university has experienced an increase in the fraction of international students that parallels the national trends. In 2007, the percentage of first‐year engineering students from outside the U.S. was 3.2%; by 2012, it had risen to 10.7%. Because of the increasing enrollment of international students and because of increasing numbers of first year students, up by nearly 30% between 2007 and 2012, the College of Engineering initiated a longitudinal study of the experiences, perceptions and beliefs of its undergraduate students. This paper will compare responses of U.S. and international students to surveys administered to the same cohort of students in their first and second years. 401 responses were obtained to the first‐year survey and 364 to the second‐year survey; international students represented approximately 10% of the responses. The survey administered to first‐year students included items related to engineering identity as well as beliefs and perceptions related to Engineer of 2020 attributes including team work, leadership and creative problem‐solving. The survey administered to second‐year explored aspects of the learning environment including level of challenge, quality of instruction, and interaction with other students and with faculty. The second year survey also included some items from the first‐year survey related to engineering identity and creative problem solving.
Mena, I. B., & Litzinger, T. A., & Zappe, S. E. (2014, June), Experiences of International and Domestic Students in the First Two Years of Undergraduate Engineering Programs Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20463
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