New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Indicate up to three choices of session topics where you feel your paper will fit best.
1. Comparison and Assessment of Various Study Abroad Models in Achieving Global Competencies 2. Preparing engineering students for international practice 3. Global Research Opportunities in Engineering and Engineering-related fields
Title: International vs. Domestic Research Experiences for Undergraduates (REU): A Three-Year Assessment of the Preparation of Students for Global Workforces
This paper compares three years of data measuring the learning outcomes for students participating in domestic and international research experiences in their ability to prepare students for global workforces. The researchers compare the experiences of students participating in two Research Experiences for Undergraduates (REU) programs funded by the National Science Foundation; the NanoJapan International REU Program and the Rice Quantum Institute (RQI) REU at Rice University. NanoJapan is a twelve-week international research program through which twelve freshman and sophomore physics and engineering students complete nanotechnology research internships in labs at Japanese universities. The RQI is a ten-week domestic research program in which sophomore and junior students complete quantum-related research internships with faculty at Rice University.
The students completed the Engineering Global Preparedness Index (EGPI), a multi-dimensional engineering global preparedness index that was used to measure students’ preparedness for global workforces. The EGPI= is designed to directly measure engineering students' preparedness for the global workforce. The four subscales in the EGPI directly align to important "professional skills" needed by both engineers and other globally prepared professionals. By comparing three-years of EGPI data among participants in a domestic and international research experience, the researchers seek to gain insight into what global workforce competencies were developed in an international setting in comparison with the experience of conducting research in a domestic lab setting, where U.S. students typically work side-by-side with international students, researchers, and faculty.
The data indicate that both programs are satisfying their objectives to prepare students with the knowledge and skills relevant for future graduate study and research careers in science and engineering. The differences between the groups are perhaps more interesting. Results indicate that the students in the NanoJapan program demonstrated greater increases in engineering global preparedness than the RQI students,. This may be attributed to NanoJapan curriculum that encourages participants to actively reflect on cultural aspects of research and to the nature of the international experience itself. Moreover, the NanoJapan experience may more closely mirror the typical global workforce/team experience students will encounter upon graduation.
Matherly, C., & Ragusa, G., & Phillips, S. R., & Chapman, C. A. (2016, June), International vs. Domestic Research Experiences for Undergraduates (REU): A Three-Year Assessment of the Preparation of Students for Global Workforces Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27320
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