Student Outcomes Of Participating in an International Research Experience

Hatfield, Lauren Michelle; Amelink, Catherine T.; Sanderlin, Nicole; Lyne, Heather Elizabeth; Jesiek, Brent K.

doi:10.18260/1-2--28862

Cited by 5 publications

(3 citation statements)

References 2 publications

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“…Their study more specifically found evidence of pre/post-course increases in efficiency and innovation measures among students completing design projects, and significantly higher efficiency, innovation, and confidence among seniors as compared to first-year students. Still other studies have taken similar approaches to investigating global competency among engineering students (Downey et al, 2006;Jesiek, Haller, & Thompson, 2014;Knight et al 2017;Hatfield et al 2017). For example, the aforementioned study by Jesiek, Haller, & Thompson (2014) used a global engineering scenario prompt to assess engineering students before and after a summer research abroad program, finding evidence of increased cultural sensitivity among the subjects.…”

Section: E Scenario-based Assessment In Engineering Educationmentioning

confidence: 99%

Development of a situational judgment test for global engineering competency

Jesiek

Woo

Parrigon

et al. 2020

J of Engineering Edu

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BackgroundAs globalization continues to impact the engineering profession, many programs aim to prepare current and future engineers to work across national and cultural boundaries. Yet there remains a lack of quality tools for assessing global competency among engineers and other technical professionals, including their behavioral tendencies in global work situations. PurposeWe introduce development of a situational judgment test (SJT) covering three dimensions of global engineering competency in Chinese national/cultural context. The main aim of this paper is to describe how the SJT was developed through a systematic multi-step process. Secondarily, we explore relationships between SJT performance and other theoretically relevant variables. MethodsAfter generating a large initial pool of SJT scenarios and behavioral response items, we used ratings from subject matter experts (SMEs) to select 6 SJT scenarios and create scoring keys for 26 response items. To further explore the instrument's validity, we deployed the SJT items, other relevant measures, and a demographic survey to a sample of practicing engineers (n=400). ResultsSME ratings provide strong evidence for the content relevance of the GEC-SJT tool. Survey results also suggest positive relationships between SJT performance and Chinese cultural knowledge, age, and years of work experience. However, more validity and reliability evidence is needed before recommending wider use of the instrument. ConclusionsOur findings confirm the SJT format as a promising behavior-based approach to measuring This article is protected by copyright. All rights reserved. This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as

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Section: E Scenario-based Assessment In Engineering Educationmentioning

confidence: 99%

Development of a situational judgment test for global engineering competency

Jesiek

Woo

Parrigon

et al. 2020

J of Engineering Edu

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“…Wearable and collaborative robotics as a field presents an additional educational challenge as it is a novel area of robotics and currently requires a collaboration of specific experts from various disciplines around the world. Unfortunately, international collaboration for the education of graduate students is still an understudied area, as mostly research programs are examined (e.g., [24]).…”

Section: Introductionmentioning

confidence: 99%

Transdisciplinarity as a Learning Challenge: Student Experiences and Outcomes in an Innovative Course on Wearable and Collaborative Robotics

et al. 2023

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This study provides evidence for the benefit of short online courses for the transdisciplinary competence development of graduate students. It shows the significant challenges students face while learning, and provides instructional recommendations to improve students' learning quality and professionalism.Background: Developing wearable and collaborative robots require industry collaboration and transdisciplinary competence. Industry's involvement in long-term programs is becoming infeasible, and the nature of transdisciplinary learning has not been explored to inform instructional practices.Intended Outcomes: This study aimed to provide instructional recommendations based on an in-depth examination of a diverse group of graduate students' learning and teamwork experiences as well as outcomes in a 5-day online transdisciplinary course.Application Design: Thirty-one graduate students of engineering, industrial design, and health fields from four countries participated in online mixed-discipline instructional sessions and teams to address a real industry challenge. A mixed-methods approach was used to examine students' experiences and learning outcomes based on a competence measure, session participation data, student journal entries, team progress reports, team elaboration visuals, and final team presentations.Findings: Students' knowledge of industrial design, medical considerations, ethics and standards, effective teamwork, and self-regulated learning were increased. Students' high motivation helped them deal with the challenges involved. Daily student journals, team reports, and visual elaboration tools were found to be beneficial for determining the challenges and learning quality. The observed student progress within five days is promising, making it worthwhile to further explore the benefits of short online courses for increasing graduates'

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“…In addition to disciplinary and interdisciplinary research experience, it has been reported that participants in REU programs gain skills in independent research, real-world problem solving, critical thinking, motivation to persist in science and engineering, and professional skills, such as communication [12]. Studies of international research experiences have shown similar outcomes, in addition to the global outcomes that are the focus global engineering programs in general [11], [13]. Wheatley et al compared a single global research program across multiple years, and found that adjustments to their orientation seemed to help students achieve greater research focus earlier in the program, resulting in publishable material by the end [14].…”

Section: Literature Reviewmentioning

confidence: 99%

Student Learning in International Research Programs: A Comparison Across Cultural Contexts

Davis

Jalali

Knight

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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is a doctoral candidate in the Department of Engineering Education at Virginia Tech, where she also completed her master's degree in Higher Education. She is the graduate assistant for the Rising Sophomore Abroad Program, a global engineering course and study abroad program for first year engineering students. Her primary research interests are engineering study abroad, developing intercultural competency in engineering students, and international higher education.

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Student Outcomes Of Participating in an International Research Experience

Cited by 5 publications

References 2 publications

Development of a situational judgment test for global engineering competency

Development of a situational judgment test for global engineering competency

Transdisciplinarity as a Learning Challenge: Student Experiences and Outcomes in an Innovative Course on Wearable and Collaborative Robotics

Student Learning in International Research Programs: A Comparison Across Cultural Contexts

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