Transcript DATA ACQUISITION AND ITS USE IN GLOBAL ENGINEERING EDUCATION Colloquium on International Engineering Education Jean Landa Pytel and Kimberly Baran The Pennsylvania State University November.

DATA ACQUISITION AND ITS USE IN
GLOBAL ENGINEERING EDUCATION
Colloquium on International Engineering Education
Jean Landa Pytel and Kimberly Baran
The Pennsylvania State University
November 8, 2013
OVERVIEW

Senior Exit Survey







International vs. Domestic Students
Students Who Have vs. Have Not Studied Abroad
Semester vs. Summer Study Abroad
Travel vs. Campus Based Programs
Global Readiness
Use of Data
What You Can Do At Your Institution
SENIOR EXIT SURVEY



Sent to students during their graduating semester
Survey asks general college questions as well as departmentspecific questions
Questions used in our analyses:





With how many employers did you interview?
How many full-time job offers did you receive?
Are you planning to enroll in graduate, technical, or professional
school?
How many faculty members know you well enough to write you a
letter of reference?
How many leadership roles did you hold in organizations or other
extracurricular activities?
SENIOR EXIT SURVEY

Additional questions used in our analyses:





Did you complete an internship (co-op) while at Penn
State?
Did you work abroad during your undergraduate
education?
Did you participate in a faculty-led research group at Penn
State or another university?
How satisfied are you with the Engineering Education
(within your major) that you received?
How satisfied are you with your Penn State education
(outside of your major)?
SENIOR EXIT SURVEY

And More:

Please rate your level of satisfaction with each of the
following:
 Interactions with faculty within your major
 Interactions with other students
 Ability to assume leadership positions within teams or
groups
 Experiences while working on teams or groups
 Overall sharing of responsibility of the teams or groups
in which your participated
SENIOR EXIT SURVEY:
INTERNATIONALIZATION

Questions relevant to internationalization
added Fall 2011

To what extent do you feel that you have
developed your global readiness?
SENIOR EXIT SURVEY:
INTERNATIONALIZATION

What international experiences have you had?


Travel-Based:
 Traveled abroad for personal reasons (i.e. a vacation)
 Studied abroad
 Worked abroad
Campus-Based:
 Worked on a group project that had one or more international
students
 Interacted with international students in the US
 Completed one or more foreign language courses during my
undergraduate studies
 Have been involved in an international student group
 Have an international conversation partner
SENIOR EXIT SURVEY:
INTERNATIONALIZATION

How prepared are you to…?






Apply engineering skills to your
job assignments
Design a product, process, or
system to meet customer needs
Analyze data from experiments
Work on a project/product for
customers outside the US
Work in a team with members
from different countries
Work in a globally distributed
team









Work in a team with colleagues from
other disciplines (e.g. marketing, law,
biology)
Develop innovative solutions to problems
Make effective oral presentations
Write effectively
Use project management skills
Identify ethical implications of my job
assignments and decisions
Apply a professional code of ethics in my
work
Consider sustainability in my
projects/products
Lead a project team
SENIOR EXIT SURVEY
RESPONSE RATES
(CALENDAR YEAR)
INTERNATIONAL VS.
DOMESTIC STUDENTS




A higher percentage of international students (64%) attended
graduate school than domestic students (32%)
A higher percentage of international students (27%) worked
abroad while undergraduates than domestic students (4%)
More domestic students (72%) participated in co-op or
internship opportunities than international students (51%)
There is no difference in participation in:
 Faculty-led Research
 The combination of co-op, internship, work abroad, or
faculty-led research
INTERNATIONAL VS.
DOMESTIC STUDENTS




International students are less satisfied with their Engineering
Education than domestic students
International students are more satisfied with their Penn State
Education than domestic students
International students are less satisfied with interactions with
other students and their ability to assume leadership positions
than domestic students
There is no difference between international and domestic
students in their satisfaction with interactions with faculty in
their major, experiences while working in teams/groups, and
overall sharing of responsibility on teams/groups
INTERNATIONAL VS.
DOMESTIC STUDENTS

International students perceive themselves as more
prepared to:




Work on a project/product for customers outside the US
Work in a team with members from different countries
Work in a globally distributed team
International students perceive themselves as less
prepared to:



Apply engineering skills to your job assignments
Analyze data from experiments
Write effectively
INTERNATIONAL VS.
DOMESTIC STUDENTS

There is no difference in how these groups perceive themselves
for the other preparedness items:









Design a product, process, or system to meet customer needs
Work in a team with colleagues from other disciplines (e.g. marketing,
law, biology)
Develop innovative solutions to problems
Make effective oral presentations
Use project management skills
Identify ethical implications of my job assignments and decisions
Apply a professional code of ethics in my work
Consider sustainability in my projects/products
Lead a project team
STUDENTS WHO HAVE VS.
HAVE NOT STUDIED ABROAD




More Students who did not study abroad (34%) pursue
graduate studies than Students who studied abroad (25%)
More Students who studied abroad (15%) work abroad than
Students who did not study abroad (4%)
More Students who studied abroad (88%) participate in co-op
or internship opportunities than Students who did not study
abroad (70%)
Students who studied abroad (93%) participate at a higher
rate in the combination of co-op, internship, work abroad, or
faculty-led research opportunities than Students who did not
study abroad (79%)
STUDENTS WHO HAVE VS.
HAVE NOT STUDIED ABROAD



Students who studied abroad are more satisfied with their
engineering education and their Penn State education than
students who did not study abroad
Students who studied abroad are more satisfied with
interactions with faculty in their major, interactions with
other students, their ability to assume leadership positions,
and overall sharing of responsibility on teams/groups than
Students who did not study abroad
There is no difference between these two groups in their
satisfaction with experiences while working in teams/groups
STUDENTS WHO HAVE VS.
HAVE NOT STUDIED ABROAD




Students who studied abroad interviewed with more
employers than students who did not study abroad
Students who studied abroad received more full-time job
offers than students who did not study abroad
Students who studied abroad knew more faculty members
who would write a letter of reference for them than students
who did not study abroad
Students who studied abroad had more leadership roles in
organizations or extracurricular activities than students who
did not study abroad
STUDENTS WHO HAVE VS.
HAVE NOT STUDIED ABROAD

Students who studied abroad perceive
themselves as more prepared to:




Work on a project/product for customers outside
the US
Work in a team with members from different
countries
Work in a globally distributed team
Lead a project team
STUDENTS WHO HAVE VS.
HAVE NOT STUDIED ABROAD

There is no difference in how these groups perceive themselves for the
other preparedness items:











Apply engineering skills to your job assignments
Design a product, process, or system to meet customer needs
Analyze data from experiments
Work in a team with colleagues from other disciplines (e.g. marketing, law,
biology)
Develop innovative solutions to problems
Make effective oral presentations
Write effectively
Use project management skills
Identify ethical implications of my job assignments and decisions
Apply a professional code of ethics in my work
Consider sustainability in my projects/products
SEMESTER VS. SUMMER
STUDY ABROAD
TRAVEL VS. CAMPUS BASED
PROGRAMS
GLOBAL READINESS
USE OF DATA



Present information to students to relieve
concerns about studying abroad
Identify areas that need improvement to
address in classes (working with teams)
Look for topics of emphasis for college-based
international student orientation programs
WHAT YOU CAN DO AT
YOUR INSTITUTION



Add questions related to global
experience/education to your data collecting
instruments
Use statistical analysis to identify possible
areas for further study
Use data to inform your decisions
QUESTIONS?
Jean Landa Pytel, [email protected]
Kim Baran, [email protected]
www.engr.psu.edu/global