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

\bibitem{asee_peer_21697}
  Barnes, J. L., \& Dyrenfurth, M. J., \& Newton, K., \& Barnes, S. K. (2012, June), \emph{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

James L. Barnes, Michael J. Dyrenfurth, Kathryne Newton, and Susan Kubic Barnes.  "Mixed Methods Approach for Measuing International Engineering, Design, and Technology Student Exchange Programs".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21697 Internet.  11 Jul, 2024

\bibitem{asee_peer_21697}
  James L. Barnes, Michael J. Dyrenfurth, Kathryne Newton, and Susan Kubic Barnes.
  "Mixed Methods Approach for Measuing International Engineering, Design, and Technology Student Exchange Programs".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21697 Internet.  11 Jul, 2024

@INPROCEEDINGS{asee_peer_21697
author = "James L. Barnes, Michael J. Dyrenfurth, Kathryne Newton, and Susan Kubic Barnes"
title = "Mixed Methods Approach for Measuing International Engineering, Design, and Technology Student Exchange Programs"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21697}
number = {10.18260/1-2--21697}
}

TY  - CPAPER
AB  - 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.     
AU  - James L. Barnes
AU  - Michael J. Dyrenfurth
AU  - Kathryne Newton
AU  - Susan Kubic Barnes
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Mixed Methods Approach for Measuing International Engineering, Design, and Technology Student Exchange Programs
UR  - https://peer.asee.org/21697
DO  - 10.18260/1-2--21697
ER  -