Marie- Noëlle Pons ENSIC Nancy, France Jodie Shao Shanghai Jiao Tong University

1. Reaching Beyond Engineering to Achieve Best Practice in Global Learning David DiBiasio, Terri Camesano H. Susan Zhou, Steve Kmiotek WPI Natalie A. Mello The Forum on Education Abroad Marie-NoëllePons ENSIC Nancy, France Jodie Shao Shanghai Jiao Tong University Shanghai, China

2. Background • Student Development • Problem solving in global/societal context • Benefits of experiential learning (EL) abroad • Technical and professional learning outcomes • US engineers studying abroad: only 4%, no growth in recent years • This presentation • WPI model: participation, assessment • Going beyond ABET • Aspirational: The Forum Standards of Good Practice

3. WPI Model Pedagogical basis—EL (project-based, 9 credit hours) Junior year: interdisciplinary (technology-society) Senior year: discipline-specific Overall participation rate ~65% ChE rate: 85%

4. ENSIC: Nancy, France • degradation of commercial hair dyes in a UV-oxidation reactor • Wastewater treatment using biofilms on synthetic membranes • Activity coefficients for extraction using ionic liquids Dr. Marie-Noëlle Pons Laboratory of Chemical Engineering Sciences

5. Shanghai Jiao Tong University Prof. Jodie Shao School of Environmental Science and Engineering • Environmentally-focused projects • Upflow anaerobic digestor • Membranes for water purification • Contaminated soil remediation

6. Assessment • Student level: • Indirect: exit surveys, sponsor feedback, alumni survey • Direct: annual campus project presentation competitions • Program Level: • Internal review • External recognition: several awards from the education abroad community and popular press features

7. Internal Review

8. Alumni Survey Results Summary of Statistically Significant Results (N=2500) 39 items probing professional and personal impacts; world view 33 of those were positive for off-campus compared to on-campus 36 items showed significantly higher positive impacts for women compared to men

9. Program Level Average Scores Relative to Some Accreditation Outcomes (scale: 1=poor 3=acceptable 5=excellent)

10. Is This Good Enough? • Some thoughts: despite a long-standing “successful” program we have work to do • Growth in intercultural understanding needed • Critical thinking issues, particularly in foreign contexts • Self-directed learning issues? • What about non-participants? • How can we improve student development? • Reach out to the larger, more comprehensive education abroad community

11. Where did we look beyond ABET? http://www.forumea.org/annualreportfy2013.html

12. Goals of the Forum Establish Standards of Good Practice Conduct research to assess outcomes of education abroad and collect useful data Promote excellence in curriculum design Advocate for education abroad at all levels

14. Forum Publications

15. The Standards of Good Practice for Education Abroad Mission Student Learning & Development Academic Framework Student Preparation for the Learning Environment Abroad & Returning Student Support Student Selection & Code of Conduct Policies and Procedures Organizational & Program Resources Health, Safety, Security & Risk Management Ethics & Integrity

16. Standard 2: Student Learning and Development The organization has stated educational objectives that foster student learning and development, has an established process for regularly collecting and analyzing data to assess the degree to which it is accomplishing each; and utilizes these findings to monitor, maintain, support, and continuously improve student success. • Intercultural Understanding • Language and Communication • Academic Growth • Student Development

17. 2 a Intercultural Understanding: The organization fosters intercultural understanding. • How are students encouraged to reflect on their own value system in a structured manner and in the context of living in a different culture? • How do academic studies, support services, and integrative activities such as ethnographic observation or journaling exercises contribute to students’ appreciation and respect for people with differing cultural values? • How do integrative activities assist students in acquiring general adaptive skills that prepare them to live in a cultural milieu different from their own? • What opportunities exist for students to interact with peopleof different backgrounds? For example, what agreements do programs have with universities or other entities for access to sponsored activities and student clubs?

18. Standard 2: Student Learning & Development 2 b Language and Communication: The organization encourages the development of language and/or intercultural communication skills. 2 c Academic Growth: The program provides academic learning opportunities appropriate to the program’s mission. 2d Student Development: The program provides opportunities that encourage student development (e.g., leadership skills, service orientation, maturity, tolerance for ambiguity).

19. Summary 2a: Intercultural Understanding — only 2 of 8 addressed 2b: Language and Communication — n/a 2c: Academic Growth — 8 of 10 addressed 2d: Student Development — 4 of 6 addressed The Standards of Good Practice provide a benchmark and road map for continuous improvement.

20. Conclusions • International programs should focus on experiential, project/problem-based experiences • use The Standards of Good Practiceas a guide in constructing the academic and all the other equally important parts of a high quality education abroad program • Applying continuous improvement processes that go beyond engineering and “bean counting” is best • students’ learning and growth • addressing global challenges such as energy, clean water, health and the environment