June 24, 2017
June 24, 2017
June 28, 2017
Current engineering literature calls for engineers to develop global competencies through international experiences. Studies have examined whether or not students develop global competencies, but there are fewer studies that look at how those competencies translate to the research environment. The International Research Experience for Students (IRES) at Virginia Polytechnic Institute and State University (Virginia Tech) allows College of Engineering graduate students and undergraduates the opportunity to participate in a guided research experience over a range of engineering fields at the University of Nottingham over a summer. The students spend three weeks prepping at Virginia Tech and then immediately travel to the UK for seven weeks of full-time research. In this paper, we provide a detailed explanation of the IRES program and use a mixed methods study to explore whether the comprehensive international experience had any impact on the participants’ development of global competencies and any impact on the participants’ international research skills. Results indicate that the IRES program structure facilitates increased cultural knowledge and understanding of the challenges and benefits associated with international research. Two other significant findings were that after participating in the program, students indicate cultural knowledge is necessary in completing an international assignment and that participation also influenced students’ perceptions of what skills are needed to participate in international research.
Hatfield, L. M., & Amelink, C. T., & Sanderlin, N., & Lyne, H. E., & Jesiek, B. K. (2017, June), Student Outcomes Of Participating in an International Research Experience Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28862
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