July 26, 2021
July 26, 2021
July 19, 2022
STUDENT Paper Keywords: Study Abroad, Global Perspective, Undergraduate Engineering As we move towards the new industrial revolution, the engineering workforce is becoming more global, diverse, and complex. With the increasing demand of engineers that have global competencies, students more than ever, are required to be creative and critical thinkers when solving complex problems. To prepare engineering students for successfully transitioning to the globally connected workforce, engineering educators need to explore different ways to help develop students’ understanding of global perspectives. One of the tools to develop these skills is through study abroad programs which are designed to help undergraduate students achieve learning outcomes pertinent to global engineering. This study describes students' global learning gains in one study-abroad program with the goal of increasing students’ understanding of the global perspective. Data were collected using the Global Perspectives Inventory (GPI) survey to measure global perspective of students participating in the program. GPI was collected across three different points: At the beginning of the semester when students take a global engineering practice class, at the end of the semester when the class finishes, and after the international travel.
The research question guiding this study is: How do students’ Global Perspective score change between pre-course, post-course and post-trip administration of the Global Perspective Inventory (GPI)? The study abroad program in this study is located at a large research university in the Mid-Atlantic region of the United States. The participants are first year engineering students in their second semester and are part of the general engineering program in the university. Our study involved a total of 245 students who enrolled in the 2018 and 2019 cohorts of the program. A longitudinal survey was conducted where students completed the GPI via an online survey with the aim of measuring and comparing students’ Global Perspective scores at three different points in time. We analyzed data quantitatively using two different tests, Paired T-tests and Repeated Measures ANOVA to answer our research question. The results from our study had several practical significance. Overall there was a significant increase in the GPI scores in most of the dimensions for both the T-test and Repeated Measures ANOVA from pre-course to post-course and post-trip. Overall, the program had a positive influence on the students’ understanding of global perspectives and further implications are discussed.
Chowdhury, T. M., & Murzi, H., & Martinez Soto, K. D., & Schuman, A. (2021, July), Measuring the Impact of a Study Abroad Program on Engineering Students’ Global Perspective Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37494
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: © 2021 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