Future education needs. Need for internalization of education.GlobalizationJob market Study abroad - one of the sources of international experience. Study Abroad: facts and figures . 48% of students entering college intend to study abroad, while only 3% do so. 60% of students entering college intend to study a foreign language, while only 7% do so.490,993 foreign students study in the U.S. each year and 129,770 U.S. students study abroad.Foreign language study and travel drops off drama288
1. CEP 952 Elena Selezneva [email protected]
Technology for Study Abroad programs: luxury, excess, need or necessity?
“This [trip to Russia] has been an experience of a lifetime.”
(a study abroad program participant)
2. Future education needs Need for internalization of education.
Study abroad - one of the sources of international experience
3. Study Abroad: facts and figures 48% of students entering college intend to study abroad, while only 3% do so.
60% of students entering college intend to study a foreign language, while only 7% do so.
490,993 foreign students study in the U.S. each year and 129,770 U.S. students study abroad.
Foreign language study and travel drops off dramatically from high school to college.
Students ranked the opportunity to study abroad second only to finding a job or internship during their college years.
A majority of students feel the experience would not only enrich their learning, but will help them secure employment.
4. Study abroad statistics.
5. MSU Study Abroad programs
6. Obstacles for Study Abroad academic
vertically integrated and rigid curriculum requirements
quality computational and non-computational laboratory facilities
Faculty cannot contribute substantial amount of time
the concern of faculty members that their control of the educational process may be lost
lack of well-developed and well-organized programs
recent geo-political developments
7. Solution: technology usage Technology instead of traditional study abroad
International Virtual Design Studio Technology (Bucinell et al.1997)
Shared class (Fukuda, 1999)
Virtual international engineering education teams
Study abroad internship: research projects, experience of working in foreign environment BUT: impossible for a big amount of students.
Regular study abroad with some distance learning
Large scale study abroad programs
8. Solution: combination of traditional study abroad and technology On-line courses for international students
TV-courses for students in the USA
Advantages: the same material, no need to transfer credits, additional material from guest lectures.
10. How do you see the future of Study abroad in relation to technology? In some ways, I worry that the ease at which students can stay connected to home (email, websites) might interfere with the study abroad experience. Part of the experience, in my opinion, should be to be separate from one’s normal support network. (University of Wisconsin-Madison)
I believe there is great potential using technology for classroom purposes and communication purposes and those options should be explored (MSU)
11. References: Bollag, B., 2003 Report Urges Federal Effort to Triple Number of Students studying Abroad. The Chronicle of Higher Education. Nov, 21,
Merrill, J., 2004. International Practice of Civil Engineering Volgograd, Russia
Maleck, T.; Harichandran R.; Prestel D.; Merrill J., Mason D., Galishnikova V. 2004. U.S.-Russian Collaboration to Enhance Engineering Education, Research and Development of Internationally Recognized Programs in Russia. 3rd International Colloquium on Engineering Education , Tsinghua University, Beijing, China, September 7-10 (2004). Invited Paper
Jones, R., Oberst, B., International Experience for Engineering Students through Distance Learning Techniques
Collings, N., Prestel, D., Selezneva, E., 2004 Enriching Engineering Education with Cultural and Social Aspects in a Study Abroad Program. The paper was presented at International Conference on Engineering Education, University of Florida
Paige M, Cohen A, Kappler B., Chi J., Lassegard J., “Maximizing Study Abroad : A Program Professionals’ Guide to Strategies for Language and Culture Learning and Use” Center for Advanced Research on Language Acquisition, University of Minnesota – Twin Cities; Minneapolis, MN, 2003.
Herling, D., Herling, A., Peterson, J., 2001 Integrating Engineering and global Competencies: a Case study of Oregon State University’s International Degree Program. Paper presented at 31st ASEE/IEEE Frontiers in Education Conference
12. References: Doerry, E., Doerry, B., 2003 Global Engineering College: exploring a new model for engineering education in a global economy. Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition
Mello, N., 2001 How one Institution provides a Global perspective for Engineers Paper presented at 31st ASEE/IEEE Frontiers in Education Conference
Jones, R., Oberst, B., Siller, T., Johnson, G., 2002 International Exposure for Engineering students using Distance learning Technology. Proceedings of the 2002 eTEE Conference.
Bucinell, R., Kenyon, R., Erden, A., and Platin, B., 1997“International Virtual Design Studio,” Proceedings of the 1997 27th Annual Conference on Frontiers in Education, IEEE, Piscataway, NJ, USA, pp. 821-826.
Holland, Nancy; Vasquez de Velasco, Guillermo, “The Internationalization of an Undergraduate Program Using Reciprocal Distance Education,” Journal of Engineering Education, October 1999, pp. 415-419.
Facuda S., Kostov V., Fukuzaki A., 1999 “What we have learned from our experience from TMIT - Stanford Shared class ” Proceedings of the IEEE International Conference on Systems, Man and Cybernetics, v. 2, Tokyo, Japan, IEEE, Piscataway, NJ, USA, pp. 230-234.
Sheppard K., Dominick P., Aronson Z. 2003 Preparing engineering Students for the New Business paradigm of international teamwork and global orientation. ECI Conference on Enhancement of the Global perspective for engineering students by providing an international experience.Tomar, Portugal