June 14, 2015
June 14, 2015
June 17, 2015
26.1544.1 - 26.1544.27
The Impact of International Research Experiences on Undergraduate Learning This paper compares the learning outcomes for students participating in domestic andinternational research experiences. The researchers compare the experiences of studentsparticipating in two Research Experiences for Undergraduates (REU) programs funded by theNational Science Foundation; the NanoJapan International REU Program and the Rice QuantumInstitute REU at Rice University. NanoJapan is a twelve-week international research programthrough which twelve freshman and sophomore physics and engineering students completenanotechnology research internships in labs at Japanese universities. The RQI is a ten-weekdomestic research program in which sophomore and junior students complete quantum-relatedresearch internships with faculty at Rice University. The study uses indirect and directassessment measures to assess student learning outcomes for participants in summers 2013 and2014 on the following key measures: 1. General knowledge, skills, and attitudes towards their research internship 2. Self-efficacy or confidence related to their research internship 3. Attitudes towards working as part of intercultural teamsStudents completed pre- and post-program assessments using the: a) Georgia Institute of Technology International Internship Survey: Measures how students assess their preparation and skills required for an internship, and of their workplace self-efficacy; b) Intercultural Development Inventory: Assesses intercultural competence at the individual, group and organizational level; c) Engineering Global Preparedness Index: Measures engineering students' preparedness to work in global workforces, and d) Research Poster Presentations: Evaluated by expert judges according to a standardized rubric. The data indicate that both programs are satisfying their objectives to prepare students withthe knowledge and skills relevant for future graduate study and research careers in science andengineering. The differences between the groups are perhaps more interesting. The NanoJapanstudents demonstrate gains on important measures related to global preparedness and on surveyitems related to specific intercultural skills and abilities. This may be attributed to NanoJapancurriculum that encourages participants to actively reflect on cultural aspects of research and tothe nature of the international experience itself. Moreover, the NanoJapan experience may moreclosely mirror the typical global workforce/team experience students will encounter upongraduation. The researchers will discuss implications for the design of international research andinternship experiences.
Matherly, C., & Phillips, S. R., & Chapman, C. A. (2015, June), The Impact of International Research Experiences on Undergraduate Learning Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24881
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: © 2015 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