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This mixed-methods study examined changes in STEM undergraduates’ intercultural sensitivity during a Thailand project-based program that used proactive interventions. Students in cross-national teams showed greater gains than U.S.-only teams. Although the overall group lacked statistically significant quantitative improvement, qualitative findings revealed learning not captured by metrics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/influence-of-an-education-abroad-program-on-the-intercultural-sensitivity-of-stem-undergraduates-a-mixed-methods-study/589693/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/influence-of-an-education-abroad-program-on-the-intercultural-sensitivity-of-stem-undergraduates-a-mixed-methods-study/589693.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the education abroad program studied?","Question",{"text":112,"@type":113},"To examine how an education abroad experience in Thailand, designed with proactive interventions, affected STEM undergraduates’ intercultural sensitivity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did U.S.-only teams compare with cross-national teams?",{"text":117,"@type":113},"Students in cross-national teams experienced greater gains in intercultural sensitivity than students in U.S.-only teams.",{"name":119,"@type":110,"acceptedAnswer":120},"Did the program produce statistically significant quantitative changes overall?",{"text":121,"@type":113},"No. The overall study group did not show statistically significant gains on the quantitative intercultural sensitivity measure.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589693,1792171774,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSPRING 2017  \nInfluence of an Education Abroad Program on the Intercultural Sensitivity of STEM Undergraduates:  \nA Mixed Methods Study  \nCHRYSANTHE DEMETRY  \nAND  \nRICHARD F. VAZ  \nWorcester Polytechnic Institute Worcester, MA  \nABSTRACT  \nEducation abroad programs are becoming more common as a mechanism for developing the global competencies of engineering graduates. An increasing body of research shows that intercultural learning does not occur de facto in such programs. This study used quantitative and qualitative methods to explore changes in students’ intercultural sensitivity over the course of a project-based education abroad experience in Thailand that was designed with proactive interventions to foster intercultural learning. In addition, we aimed to compare the intercultural development of students in U. S. -only project teams with those who were in cross-national teams with students from a partner university. Although the study group as a whole did not show a statistically significant gain ina quantitative measure of intercultural sensitivity, greater gains were seen from students in crossnational teams. A few qualitative results suggest learning that was not evident from quantitative measures. Overall, this study reinforces the challenges of facilitating and assessing intercultural learning during education abroad.  \nKey words: Intercultural learning, global competency, study abroad, international education.  \nINTRODUCTION  \nCompetency to work effectively in domestic and cross-national teams characterized by cultural diversity has been identified as increasingly important for professional engineering and scientific practice and for citizenship in the 21st century (Downey et al., 2006; Duderstadt, 2008; Galloway, 2008;  \nSPRING 2017 1  \nADVANCES IN ENGINEERING EDUCATION  \nInfluence of an Education Abroad Program on the Intercultural Sensitivity of STEM Undergraduates: A Mixed Methods Study  \nGrandin & Hirleman, 2009; NAE, 2004; Parkinson, 2009) . For example, the National Academy of Engineering (2004) has argued that US economic competitiveness increasingly requires engineers who can work across cultures. Downey et al. (2006, p. 119) also describe how different cultures engender fundamentally different ways of framing and approaching engineering problems, and call for “educational and work experiences with people who were raised and trained in other countries”as preparation for global competency and leadership.  \nEducation abroad programs have particular potential to promote intercultural competence, anda number of universities have set ambitious goals for providing engineering students with an international experience (Parkinson, 2007) . Historically, engineering undergraduates in the U. S. have not participated in education abroad as much as other college majors. According to the most recent statistics (2012–13), 4.7% of US bachelor’s degrees were awarded in engineering (National Center for Education Statistics, 2014) while 4.1% of study abroad participants were engineering students (Institute of International Education, 2014) . Participation has increased in the past decade, however, in parallel with broader national trends. Between 2004 and 2014, the [number of U.S. engineering](number of U.S. engineering) undergraduates participating in study abroad increased by about 134%(Institute of International Education, 2015) .  \nDeveloping students’ intercultural competence or global competence is usually a stated or implicit goal of education abroad programs for engineering students, and program assessment efforts often include a quantitative measure of student development in this area. Numerous U. S. universities developing international programs for engineering students are using pre-and post-administration of the IDI as a program assessment measure (Arzberger et al. , 2010; Bland, 2010; ","cbCaihqHGlANf75f","https://ap.wps.com/l/cbCaihqHGlANf75f","pdf",783822,32,"English","# Abstract\n# Introduction\n## Global competency and intercultural competence in engineering\n## Measuring intercultural development using IDI\n## Challenges and proactive interventions in study abroad","[{\"question\":\"What was the purpose of the education abroad program studied?\",\"answer\":\"To examine how an education abroad experience in Thailand, designed with proactive interventions, affected STEM undergraduates’ intercultural sensitivity.\"},{\"question\":\"How did U.S.-only teams compare with cross-national teams?\",\"answer\":\"Students in cross-national teams experienced greater gains in intercultural sensitivity than students in U.S.-only teams.\"},{\"question\":\"Did the program produce statistically significant quantitative changes overall?\",\"answer\":\"No. The overall study group did not show statistically significant gains on the quantitative intercultural sensitivity measure.\"}]","Influence of an Education Abroad Program on the Intercultural Sensitivity of STEM Undergraduates - A Mixed Methods Study | PDF",1792067938,81]