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, jlp8@psu.edu Kim Baran, kbaran@engr.psu.edu www.engr.psu.edu/global