Focus Study of Collaborative Online International Learning (COIL) Engineering Projects

Meredith Blumthal; Gretchen M. Forman; Juliana Roznowski; Hannah Dougherty; Ernest-John Ignacio; Molly H Goldstein; Brian Woodard

Download Paper | Permalink

Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: International Division (INTL) Technical Session #2: Global Engagement
Tagged Division: International Division (INTL)
Page Count: 20
DOI: 10.18260/1-2--43729
Permanent URL: https://peer.asee.org/43729
Download Count: 216

Paper Authors

biography

Meredith Blumthal University of Illinois at Urbana - Champaign

visit author page

Meredith Blumthal has been in the field of international education for 15 years. As the Director for International Programs in Engineering (IPENG) at the University of Illinois, she leads the study abroad initiatives and programming for the college. Ms. Blumthal’s team includes three study abroad advisors, a receptionist and peer advisors. Together the IPENG office provides study abroad advising, expertise, international exchanges, and cultural experiences in over 60 programs throughout 20 countries, with the goal of providing transformative learning experiences that empower students to develop global competency skills. Through partnerships with partner universities abroad, alumni, faculty, staff and student groups, Ms. Blumthal leads the IPENG team to provide study abroad advising, informational events, and class presentations. She works with the 12 engineering departments to develop and grow studying abroad programming with overseas partners to grow connections with universities, and facilitates the study abroad fair. Meredith is responsible for developing faculty-led programing an engagement within the College of Engineering.
Her areas of expertise include ideation, program development, partner collaboration, faculty training and development, comprehensive program management, marketing and promotion, co-curricular development, study abroad advising, and student development.

visit author page

author page

Hannah Dougherty is an Academic Advisor and Coordinator of International Programs for International Programs in Engineering in the Grainger College of Engineering at the University of Illinois Urbana-Champaign (UIUC). She coordinates programming for virtual global experiences, faculty-led programs, student organizations and other non-traditional study abroad opportunities while also advising students. She also leads faculty-led programs over breaks and oversees the Global Engineering Ambassador (GEA) program. She holds a BS and a MS from the University of Illinois at Urbana-Champaign. In 2019, Hannah completed a Fulbright U.S. Graduate Award at the University of Waikato in New Zealand.

visit author page

author page

Ernest-John Ignacio University of Illinois at Urbana-Champaign orcid.org/0000-0002-9916-953X

biography

Molly H Goldstein University of Illinois at Urbana - Champaign orcid.org/0000-0002-2382-4745

visit author page

Dr. Molly H. Goldstein is a Teaching Assistant Professor and Product Design Lab Director in Industrial and Enterprise Systems Engineering at the Grainger College at the University of Illinois. She is also courtesy faculty in Mechanical Science and Engineering, Curriculum & Instruction (College of Education) and Industrial Design (School of Fine and Applied Arts). Dr. Goldstein’s research focuses on student designers through the study of their design actions and thinking.

visit author page

biography

Brian Woodard University of Illinois at Urbana - Champaign

visit author page

Dr. Woodard received his Ph.D. in Aerospace Engineering from the University of Illinois at Urbana-Champaign in 2011. He currently serves as an Assistant Dean for Undergraduate Programs in the Grainger College of Engineering at the University of Illinois. His engineering education interests span first-year programs, international programs, and engineering graphics. His Aerospace research interests currently focus on the effects of icing on the aerodynamics of swept-wing aircraft.

visit author page

Download Paper | Permalink

Abstract

Background: In recent years, the emphasis on global experiences for undergraduates has increased. Institutions and educators have worked to create more opportunities for international collaboration for students. Collaborative Online International Learning (COIL) is a pedagogical method that allows for a deepened global engagement for students without the need for international travel. The COIL method connects students and faculty from different countries to explore a subject, theme, issue, or idea through a project-based learning experience. COIL presents many opportunities for virtual engagement as a solution for lack of student mobility, as emphasized throughout the pandemic. COIL also has the potential to benefit students from (Blind international) University during their exchange year in the United States, by allowing them the opportunities to connect with students they collaborated with virtually in their first year.

Purpose: The purpose of this study is to understand the cultural impact of COIL engineering courses completed in fall of 2021 and fall of 2022 at (Blind domestic) University in partnership with (Blind international) University. 

Methodology/approach: In a study completed in the fall of 2021 and fall of 2022, over 200 students from each institution in two COIL engineering courses completed pre- and post-surveys to understand their cultural competencies. Data was collected and analyzed using an existing survey tool and engineering-specific learning outcomes. For the cultural competency measures, students were asked to rate their level of agreement with a set of 12 statements using a Likert scale. In addition to the pre- and post- cultural competency assessments, the following learning outcomes were measured with a post course survey comprised of 20 questions, organized into five learning outcomes: Intellectual Reasoning and Knowledge (IRK), Creative Inquiry and Discovery (CID), Effective Leadership and Community Engagement (ELCE), Social Awareness and Cultural Understanding (SACU), and Global Consciousness (GC).

Preliminary findings: Preliminary findings suggest statistically significant changes in the cultural competencies and learning outcomes of the students from both universities after their participation in the COIL project. Findings also suggest that these changes may be dependent on gender. A complete analysis of the collected data will be presented in the final paper.

Citation
Format

Blumthal, M., & Forman, G. M., & Roznowski, J., & Dougherty, H., & Ignacio, E., & Goldstein, M. H., & Woodard, B. (2023, June), Focus Study of Collaborative Online International Learning (COIL) Engineering Projects Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43729

TY  - CPAPER
AB  - Background: In recent years, the emphasis on global experiences for undergraduates has increased. Institutions and educators have worked to create more opportunities for international collaboration for students. Collaborative Online International Learning (COIL) is a pedagogical method that allows for a deepened global engagement for students without the need for international travel. The COIL method connects students and faculty from different countries to explore a subject, theme, issue, or idea through a project-based learning experience. COIL presents many opportunities for virtual engagement as a solution for lack of student mobility, as emphasized throughout the pandemic. COIL also has the potential to benefit students from (Blind international) University during their exchange year in the United States, by allowing them the opportunities to connect with students they collaborated with virtually in their first year. 

Purpose: The purpose of this study is to understand the cultural impact of COIL engineering courses completed in fall of 2021 and fall of 2022 at (Blind domestic) University in partnership with (Blind international) University.  

Methodology/approach: In a study completed in the fall of 2021 and fall of 2022, over 200 students from each institution in two COIL engineering courses completed pre- and post-surveys to understand their cultural competencies. Data was collected and analyzed using an existing survey tool and engineering-specific learning outcomes. For the cultural competency measures, students were asked to rate their level of agreement with a set of 12 statements using a Likert scale. In addition to the pre- and post- cultural competency assessments, the following learning outcomes were measured with a post course survey comprised of 20 questions, organized into five learning outcomes: Intellectual Reasoning and Knowledge (IRK), Creative Inquiry and Discovery (CID), Effective Leadership and Community Engagement (ELCE), Social Awareness and Cultural Understanding (SACU), and Global Consciousness (GC). 

Preliminary findings:  Preliminary findings suggest statistically significant changes in the cultural competencies and learning outcomes of the students from both universities after their participation in the COIL project. Findings also suggest that these changes may be dependent on gender. A complete analysis of the collected data will be presented in the final paper. 
AU  - Meredith Blumthal
AU  - Gretchen M. Forman
AU  - Juliana Roznowski
AU  - Hannah Dougherty
AU  - Ernest-John Ignacio
AU  - Molly H Goldstein
AU  - Brian Woodard
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Focus Study of Collaborative Online International Learning (COIL) Engineering Projects
UR  - https://peer.asee.org/43729
DO  - 10.18260/1-2--43729
ER  -