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Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms. Her education includes a B.S. Identifying Factors That Enhance Undergraduate Engineering Students' Global Preparedness AbstractThe increasingly global scope of engineering requires both academic and industry stakeholders to seek engineering graduates who work effectively with peers from diverse national and cultural backgrounds. As a consequence, U.S. engineering programs are challenged to include international perspectives and experiences through a variety of approaches including curricular and co-curricular activities. Yet, research has not provided sufficient evidence about the types and programmatic components of such learning experiences that best promote the preparation of engineering students for the global workforce. This paper offers findings from the second phase of a multi-university research project, aimed at delineating how particular experiences and their components are associated with engineering students' global preparedness. Using two established assessment instruments, the Global Perspective Inventory (GPI) and the Engineering Global Preparedness Index (EGPI) for measuring outcomes related to global learning, the study investigated a sample of 185 undergraduate engineering students from three universities. Results from relational and predictive statistical analyses indicate that participation in such experiences as study abroad, engineering/non-engineering-focused service learning; engineering/nonengineering courses with a global focus, and personal tourism are associated with increased global preparedness. Further, students' performance on the instruments was found to be correlated with particular programmatic elements of the experiences such as duration of study abroad, the number of non-engineering courses students took with global foci, number of times traveled abroad, and the amount of student reflection that occurred during or after travelling abroad. The study broadens the knowledge base about contextual factors associated with engineering global preparedness.

Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms. Her education includes a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University. Dr. Cheryl Matherly, The University of TulsaDr. Cheryl Matherly is Vice Provost for Global Education at The University of Tulsa, where she has responsibility for the strategic leadership of the university's plan for comprehensive internationalization. Dr. Matherly' co-directs the NanoJapan program, funded by the National Science Foundation in order to expand international research opportunities for students in STEM fields. She is the recipient of two Fulbright grants for international education administrators (Germany and Japan.) She has an Ed.D. in Education Leadership and Culture Studies from the University of Houston. An Inductive Qualitative Analysis of Student Interviews on Engineering Global Preparedness AbstractInternational experiences are increasingly viewed as an essential component of engineering education. However, limited research has been conducted that leads to 1) a comprehensive definition of engineering global preparedness, 2) determination of how global preparedness is achieved, or 3) delineation of how particular experiences impact the development of students' engineering global preparedness. This paper discusses preliminary research findings from the second phase of a multi-institutional research project that investigates how globally focused learning experiences within engineering education specifically impact students' preparedness for global challenges. This multi-pronged research consists of three integrated studies.Results are reported from one portion of this research that focused on the international education experiences of undergraduate students. Students completed a background questionnaire and two assessment instruments that measured global preparedness. Based on the results of the two assessment instruments, students were selected to be interviewed to explore why they scored "high" or "low" on the respective measures. The purpose was to identify and describe emerging themes related to engineering global preparedness not captured by the questionnaire. Interview participants were selected using a cross-case matching methodology based on their global preparedness measure scores (i.e., high vs low scorers). Twenty-five undergraduate engineering students enrolled at the three collaborating universities were interviewed. Interview data were holistically reviewed wi...

He received his Ph.D in Chemical & Biochemical Engineering from the Rutgers University, with a focus in adsorption science and the characterization of porous materials. His research interests include engineering ethics and broadening inclusivity in engineering, especially among the LGBTQ+ community. His funded research explores the effects of implicit bias on ethical decision making in the engineering classroom. He teaches common first and second year engineering courses at Rowan University.

is an assistant professor in the Experiential Engineering Education Department (ExEEd) at Rowan University. He received his Ph.D in Industrial Engineering from the University of Pittsburgh, with a focus in engineering education. His research interests include engineering global competency, curricula and assessment; pedagogical innovations through game-based and playful learning; spatial skills development and engineering ethics education. His funded research explores the nature of global competency development by assessing how international experiences improve the global perspectives of engineering students. Dr. Streiner has published papers and given presentations in global engineering education at several national conferences. Scott is an active member in the Center for the Integration of Research, Teaching, and Learning (CIRTL) both locally and nationally, as well as the American Society for Engineering Education (ASEE) and the Institute of Industrial and Systems Engineers (IISE).