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Research Initiation: Exploring the Associations Between Personality Attributes and Transformative Learning of Engineering Study Abroad Program Participants

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2022 ASEE Annual Conference & Exposition


Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

NSF Grantees Poster Session

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Paper Authors

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Cedrick Kwuimy University of Cincinnati

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Sheryl Sorby University of Cincinnati


So Yoon Yoon University of Cincinnati

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So Yoon Yoon, Ph.D., is an assistant professor in the Department of Engineering Education in the College of Engineering and Applied Science at the University of Cincinnati. She received her Ph.D. in Gifted Education, and an M.S.Ed. in Research Methods and Measurement with a specialization in Educational Psychology, both from Purdue University, IN, USA. She also holds an M.S. in Astronomy and Astrophysics and a B.S. in Astronomy and Meteorology from Kyungpook National University, South Korea. Her work centers on P-20 engineering education research as a psychometrician, program evaluator, and data analyst, with research interests in spatial ability, STEAM education, workplace climate, and meta-analysis. As a psychometrician, she has revised, developed, and validated more than 10 instruments beneficial for STEM education practice and research. She has authored/co-authored more than 70 peer-reviewed journal articles and conference proceedings and served as a journal reviewer in engineering education, STEM education, and educational psychology. She has also served as a co-PI, an external evaluator, or an advisory board member on several NSF-funded projects.

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Stephanie Farrell Rowan University

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Stephanie Farrell is Professor and Founding Head of the Department of Experiential Engineering Education (ExEEd) in the Henry M. Rowan College of Engineering at Rowan University. Stephanie is past president of the American Society for Engineering Education and serves as 2021-2022 IFEES President-Elect.

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The global nature of the marketplace requires engineering students to be able to work across different cultures, a major differentiator in the competition for engineering jobs. A growing number of US engineering students opt to develop their ability through study abroad experience. However, a given study abroad experience elicits vastly different responses among students; for some students, the experience is life-altering while for others, it is decidedly not. This proposal stems from these observations and from a desire to ensure that global experiences are highly impactful for all students, and not just a select group. Building on the literature on experiential learning, the research hypothesizes that student impacts could be related to student personality attributes, and it aims to explore the associations between personality attributes and transformative learning of engineering study abroad program participants.

Kwuimy, C., & Sorby, S., & Yoon, S. Y., & Farrell, S. (2022, August), Research Initiation: Exploring the Associations Between Personality Attributes and Transformative Learning of Engineering Study Abroad Program Participants Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN.

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