Portland, Oregon
June 23, 2024
June 23, 2024
June 26, 2024
International Division (INTL) Technical Session: International Programs and Curricula I
International Division (INTL)
12
10.18260/1-2--47433
https://peer.asee.org/47433
40
Andrea is a PhD candidate in Engineering Education at Virginia Tech. She holds an M.S. degree in Electrical Engineering from Virginia Tech and B.S. degree in Electrical Engineering from the University of Oklahoma. Her research interests include global engineering and teaching in ECE.
CAO Yi is a third-year Ph.D. Candidate at Virginia Tech's Department of Engineering Education, under the guidance of Dr. Jennifer Case and Dr. Qin Zhu. She is interested in integrating the arts and engineering to foster compassion, diversity, justice, democracy, and peace in a global context. Her research interest broadly covers international comparative research on innovation, teaching, and learning in engineering education.
Her primary research methodology is qualitative, drawing heavily on interviews, focus groups, and narrative techniques. She is also adept in mixed-method approaches and quantitative methods, including NLP progress and data clustering.
Dr. Homero Murzi (he/él/his) is an Associate Professor in the Department of Engineering Education at Virginia Tech with honorary appointments at the University of Queensland (Australia) and the University of Los Andes (Venezuela). Homero is the leader of the Engineering Competencies, Learning, and Inclusive Practices for Success (ECLIPS) Lab, where he leads a team focused on doing research on contemporary, culturally relevant, and inclusive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of traditionally marginalized engineering students (e.g., Latinx, international students, Indigenous students) from an asset-based perspective. Homero’s goal is to develop engineering education practices that value the capital that traditionally marginalized students bring into the field and to train graduate students and faculty members with the tools to promote effective and inclusive learning environments and mentorship practices. Homero aspires to change discourses around broadening participation in engineering and promoting action to change. Homero has been recognized as a Diggs Teaching Scholar, a Graduate Academy for Teaching Excellence Fellow, a Global Perspectives Fellow, a Diversity Scholar, a Fulbright Scholar, a recipient of the NSF CAREER award, and was inducted into the Bouchet Honor Society. Homero serves as the American Society for Engineering Education (ASEE) Chair for the Commission on Diversity, Equity, and Inclusion (CDEI), the Program Chair for the ASEE Faculty Development Division, and the Vice Chair for the Research in Engineering Education Network (REEN). He holds degrees in Industrial Engineering (BS, MS) from the National Experimental University of Táchira, Master of Business Administration (MBA) from Temple University, and Engineering Education (PhD) from Virginia Tech.
David Knight is a Professor in the Department of Engineering Education at Virginia Tech and also serves as Special Assistant to the Dean for Strategic Plan Implementation in the College of Engineering. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and inclusive, and considers the intersection between policy and organizational contexts. Knight currently serves as the co-Editor-in-Chief of the Journal of Engineering Education.
Studying abroad can teach engineering students about the differences in engineering in different contexts and the importance of incorporating diverse perspectives in their work. When institutions are designing study abroad programs, there is value in gaining an understanding of how students are making their decisions of whether and where to study abroad so that program leaders know what to prioritize and emphasize. This study uses the theoretical framework of the push-pull model of international exchange choices to analyze students’ answers of how they chose a study abroad program for an undergraduate chemical engineering unit operations lab Students could choose to enroll in a summer lab course at their home institution or one of two destinations in Europe. Pull factors draw interested students toward a specific choice, which is the focus of this study. The results indicate that program-specific aspects are valued by students, along with cultural connections and personal connections. Costs, which can be financial, personal, or duration based, also are significantly weighted by students. Institutions can use these discoveries to know what information to present to students and which program design considerations seem to matter to students as they seek to build interest in a specific study abroad program.
Schuman, A. L., & Cao, Y., & Murzi, H., & Knight, D. B. (2024, June), Exploring the Factors Related to Chemical Engineering Students’ Study Abroad Choice Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47433
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