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Although study abroad can build global competencies, undergraduate engineers participate at low rates. The Rising Sophomore Abroad Program combines an integrated class experience with an international field trip, rapidly scaling to 135 students in the 2017 cohort. Evaluation shows broad global learning outcomes across classroom and short-term study abroad modules, supporting future international engagement.",{"@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/the-rising-sophomore-abroad-program-early-experiential-learning-in-global-engineering/588803/",{"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/the-rising-sophomore-abroad-program-early-experiential-learning-in-global-engineering/588803.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","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 problem does the program address for undergraduate engineering students?","Question",{"text":112,"@type":113},"It addresses the low participation of undergraduate engineers in study abroad despite the need for global competencies in globally diverse engineering workplaces.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the Rising Sophomore Abroad Program structured?",{"text":117,"@type":113},"It integrates a global engineering course with general education requirements and multiple tracks of short-term international experiences, combined with an international field trip.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence does the paper present for program effectiveness?",{"text":121,"@type":113},"Program evaluation shows students achieved a range of global learning outcomes in both the class and the short-term study abroad module, indicating the blended approach meets its objectives.","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},588803,1792190501,{"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":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2019  \nThe Rising Sophomore Abroad Program:  \nEarly Experiential Learning in Global Engineering  \nDAVID B. KNIGHT KIRSTEN A. DAVIS TIMOTHY J. KINOSHITA CATHERINE TWYMAN Virginia Tech Blacksburg, VA, USA  \nAND  \nANDREA M. OGILVIE Texas A&M University College Station, TX, USA  \nABSTRACT  \nMultiple reports suggest that future engineering work will be conducted by globally diverse teams for globally diverse customers. Despite the demonstrated benefits of study abroad opportunities to develop such global competencies, undergraduate engineers participate at low rates. The Rising Sophomore Abroad Program presented in this paper describes an integrated class experience combined with an international field trip that has experienced rapid growth over the past few years and effectively scaled up to enroll 135 students in the 2017 program (8% of the incoming first-year engineering cohort) . Program evaluation demonstrates that students achieved a range of global learning outcomes in both the class as well as the short-term study abroad module, and this blended approach may overcome some of the deficiencies of short-term programs while promoting future international engagement among undergraduate engineers. We outline unique program elements that other institutions might implement as they seek to expand students’ international opportunities.  \nKey words: Global engineering; Study abroad; Cultural competence  \nADVANCES IN ENGINEERING EDUCATION  \nThe Rising Sophomore Abroad Program: Early Experiential Learning in Global Engineering  \nINTRODUCTION  \nIt is very easy to conclude that U.S. engineers will face totally different problems from the ones we face today…U.S. engineers will represent a minority culture and, thus, will have to be open to different religions, different ways of thinking, and different social values.  \n(National Academy of Engineering 2005, 152)  \nUndergraduate engineering programs must change along with the rapidly changing global landscape of the engineering profession. Such change is necessary because a more globally interdependent society brings with it a host of new and complex challenges that engineers will play a vital role in addressing (Duderstadt 2010; Jamieson and Lohmann 2009, 2012; National Academy of Engineering [NAE] 2004; National Research Council 2012) . Several national reports characterize future engineering work to be comprised of globally diverse and distributed teams and customers, and in this environment, engineers will be required to communicate across political and cultural boundaries (e. g. , Jamieson and Lohmann 2009; NAE 2004, 2005) . To help prepare students to enter such a workforce, engineering programs should seek ways to educate “global engineers” by integrating and expanding meaningful opportunities, both abroad and at their home institutions, for students to develop global competence (Jamieson and Lohmann 2009; Johri and Jesiek 2014) .  \nAs professional work has become more globalized, students (including engineers) have increasingly recognized the importance of engaging globally. From 2000 to 2013, for example, the number of all students studying abroad nearly doubled, and the number of engineers studying abroad nearly tripled (Institute of International Education [IIE] 2015) . However, engineering students have been underrepresented among study abroad participants historically (IIE 2015), and although the percentage of engineering students studying abroad has grown since 1950, it still hovers around 5%(IIE 2015) . Several factors contribute to engineering students’ lack of participation, including full and highly sequenced (i.e. , rigid) engineering curricula, inability to transfer credits back to home institutions, and challenges scheduling international experiences around internships (e. g. , Grandin and Hirleman 2009; Parkinson 2007) . Revised curricul","cbCaiqTWnNd8V7oj","https://ap.wps.com/l/cbCaiqTWnNd8V7oj","pdf",1168393,"English","# Introduction\n## Globalization and the need for global engineers\n## Barriers to engineering study abroad participation\n## Program overview and objectives","[{\"question\":\"What problem does the program address for undergraduate engineering students?\",\"answer\":\"It addresses the low participation of undergraduate engineers in study abroad despite the need for global competencies in globally diverse engineering workplaces.\"},{\"question\":\"How is the Rising Sophomore Abroad Program structured?\",\"answer\":\"It integrates a global engineering course with general education requirements and multiple tracks of short-term international experiences, combined with an international field trip.\"},{\"question\":\"What evidence does the paper present for program effectiveness?\",\"answer\":\"Program evaluation shows students achieved a range of global learning outcomes in both the class and the short-term study abroad module, indicating the blended approach meets its objectives.\"}]","The Rising Sophomore Abroad Program - Early Experiential Learning in Global Engineering | PDF",1792065964,76]