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Use of Data to Enhance Global Engineering Education

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

International Division Technical Session 3

Tagged Division

International

Page Count

15

Page Numbers

24.1306.1 - 24.1306.15

DOI

10.18260/1-2--23239

Permanent URL

https://strategy.asee.org/23239

Download Count

90

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Paper Authors

biography

Kimberly Baran The Pennsylvania State University

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Kimberly Baran has been the coordinator for global engineering education at Penn State since 2007. She received her B.S. in industrial engineering in 2004 and M.S. in industrial engineering and operations research in 2006, both from Penn State.

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Jean Landa Pytel Pennsylvania State University, University Park

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Abstract

ASEE International Division – Session Topic Choices:1) Emerging Assessment Practices and Continuous Improvement Globally in Engineering Programs2) Needs, Opportunities, and Challenges for Global Engineering Education3) Innovation and Best Practices Around the Globe Use of Data to Enhance Global Engineering EducationToday’s engineering graduates should be prepared to practice engineering in a global context.One of the ways in which students can prepare, we believe, is by studying abroad. However,aside from anecdotal evidence, little data have been published in support of this assumption.Senior exit survey data were analyzed to determine if there were any differences in educationalexperiences, co-curricular experiences, satisfaction, and preparedness between those who have orhave not studied abroad. Differences between international and domestic students were alsoexamined.Higher levels of perceived preparedness to work in a global context were found for students whohave studied abroad as well as among international students, compared to their counterparts.Differences in specific attributes, including ability to work on a project/product with customersoutside the US, work in a team with members from different countries, and work in a globallydistributed team, were also found. Students who studied abroad and international studentsperceived themselves to be better prepared to work globally.Institutional data were analyzed to identify any areas in which we can make improvements forstudents or that can demonstrate value of international programs to students. For example, weexamined the average deviation from expected number of semesters to graduation for thesepopulations of students. We found no significant difference in the time to graduate for studentswho have or have not studied abroad. This information is shared with students to help eliminaterelated concerns they may prevent them from participating in such an experience.These data are now used to inform current students of the importance and advantages of studyingabroad and to address any reservations that they may have. For example, students who studiedabroad reported having more full-time job interviews than students who did not study abroad.Senior exit survey data analyses results are being used to inform programming decisions fordomestic and international students and the use of limited resources. These data are also used toidentify issues that specifically pertain to international students.

Baran, K., & Pytel, J. L. (2014, June), Use of Data to Enhance Global Engineering Education Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23239

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