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Mixed Methods Approach for Measuing International Engineering, Design, and Technology Student Exchange Programs

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2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

Study Abroad, International Exchange Programs, and Student Engagements

Tagged Division


Page Count


Page Numbers

25.940.1 - 25.940.23



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Paper Authors


James L. Barnes James Madison University

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James L. Barnes is a professor of integrated science and technology at James Madison University (JMU) and Co-principal of Barnes Technologies International, LLC (BTILLC). He has more than 35 years of experience in science and technology fields and has been the independent evaluator for many international programs. Prior to joining the JMU faculty, Barnes was the Director of NASA RISE, a NASA research institute at Eastern Michigan University and at the technology research center at the University of Texas, Austin. He earned his doctoral degree from Virginia Tech and authored numerous publications in problem-solving, sustainability, and innovation.

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Michael J. Dyrenfurth Purdue University, West Lafayette

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Michael J. Dyrenfurth is a professor of industrial technology in the College of Technology at Purdue University. He is a member of the ASEE and he has served on the Board of the ETD and as Program Chair for the CIEC in New Orleans (2008). Previously, he completed a four year term as Assistant Dean for Graduate Studies in Purdue University’s College of Technology. He is Co-PI of two international EU-FIPSE funded grants. His scholarship agenda focuses on technological innovation, technological literacy, workforce development, and international dimensions of these fields. Increasingly, he has turned his attention to the assessment of technological capability and understanding. He received his Ph.D. from Bowling Green State University and his master's and bachelor’s degrees at the University of Alberta in Edmonton, Alberta, Canada. Immediately before coming to Purdue, he served as graduate coordinator for the Industrial Education and Technology Department at Iowa State University. Previously, for 20 years, he was on the faculty of the University of Missouri’s Department of Practical Arts and Vocational Technical Education in various professorial, coordinator, and leadership roles. Internationally, he has worked in Germany, South Africa, Poland, the USSR, Saudi Arabia, Canada, Ireland, Scotland, England, France, Czech and Slovak Republics, Finland, the Netherlands, Switzerland, and Taiwan. His early experience involved teaching in Alberta and at universities in North Dakota and New Jersey.

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Kathryne Newton Purdue University, West Lafayette


Susan Kubic Barnes James Madison University

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Susan K. Barnes is an Assistant Professor in the College of Education at JMU and Director of Operations for Barnes Technologies International, LLC (BTILLC). She has more than 18 years of experience in education, assessment, and evaluation. Barnes served as a third-party evaluator for projects funded by U.S. Department of Education, including Fund for the Improvement of Postsecondary Education (FIPSE) grant for Purdue University and No Child Left Behind Improving Teacher Quality grants (Title I) for JMU and Mary Baldwin College. She has an earned Ph.D. in Assessment and Measurement from James Madison University (JMU) and has developed several scales used to measure student learning outcomes. Barnes is/was involved with a significant set of professional associations, including Phi Delta Kappa, Kappa Delta Pi, EPT, AERA, NSTA, NCME, NAEYC, VAECE, and ACEI.

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Mixed  Methods  Approach  for  Measuing  International  Engineering,  Design  and  Technology  Student Exchange Programs  Abstract:  With increasing pressures on engineering and technology education programs to prepare students for careers in ever‐changing and more complex global society, the importance of international student exchange becomes an even more significant component of the engineering and technoplogy education curriculum.  Utilizing an effective evaluation model to assess the value added impact of these programs is a critical component of the overall assessment of any engineering education program—particularly those employing continuous improvement systems as required by ABET. The purpose of this presentation is to share an evaluation model used to document the impact international engineering exchange programs and how this evaluation model is being used to assess a FIPSE Atlantis student exchange programs between US and EU universities. The evaluation model addresses two key goals, to advance sustainable student exchange between the international participants and their US counterparts and to accelerate the development and support of collaborative cross cultural, multi‐disciplinary learning environments focused on innovative Engineering, Design and Technology.      The authors are using  a unique process‐outcome evaluation design that integrates Stufflebeam’s Context, Input, Process and Product Evaluation Model (CIPP), Kirkpatrick’s Four Levels of Evaluation Model (reactions, learning, transfer, and results), and Wilder’s Model (environment, membership characteristics, process and structure, communication, purpose, and resources).  Both qualitative and quantitative methods and measures are used to evaluate the degree to which the team accomplished the proposed goals for the international student exchange program.  Key measures and their assessment tools to be shared by the presenters address are:  administration, collaboration and partnership development; curriculum alignment and approval, marketing and recruiting and admission; language gain and development, cultural awareness and sensitivity; faculty development, institutional change and support; academic and intellectual achievement; and sustainability.    The results showed an increase in university collaboration between 2006 and 2011 with most factors exceeding 4.0 on the Wilder 5.0 scale.  In particular, 2011 scores show the greatest growth relative to the history of collaboration or cooperation in the community, an important factor since the institution do not share a community per se.  Significant to this project is the high level of senior or executive administration support and involvement, a key factor to making programs sustainable.  Student results were very positive towards the exchange experience and its value to their overall education.  Student indicated that they were very confident about living and studying in a non‐native language.  They indicated that they felt that international experience and/or dual degrees would make them more marketable and better prepared to work in a global economy.  They indicated that curriculum flexibility was an important necessity and that it was being accomplished through the curriculum. Students also indicated that they appreciated learning in a different education system, developing stronger critical thinking and problem solving skills, and a greater degree of independence and self‐reliance.  Addition results will be shared in the presentation and how the results are being used to improve the student exchange program.   Through this presentation the authors present an approach that has wide application for not only assessing international student exchange programs, but all facets of engineering and technology education as an integral component of continuous program improvement.     

Barnes, J. L., & Dyrenfurth, M. J., & Newton, K., & Barnes, S. K. (2012, June), Mixed Methods Approach for Measuing International Engineering, Design, and Technology Student Exchange Programs Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21697

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