Development and Contribution to Students’ Intercultural Skills: A Case Study of an International Collaborative Site
Development and Contribution to Students’ Intercultural Skills: A Case Study of an International Collaborative Site
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DOI：
10.1109/fie43999.2019.9028675
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发表时间：
2019-10
期刊：
影响因子：
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通讯作者：
Yousef Jalali;Rolf Müller;V. Lohani
中科院分区：
文献类型：
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作者：
Yousef Jalali;Rolf Müller;V. Lohani
这篇正在进行的研究论文介绍了我们与NSF赞助的国际研究经验本科生（IRES）计划的经验。该计划的一个主要组成部分是在中国的一个国际实验室实施的。该实验室成立于2010年，是美国一所大型赠地大学和中国一所公立综合大学的合作研究平台，从工程角度研究蝙蝠的生物声纳传感和飞行。该实验室开创了蝙蝠用来发射和接收超声波脉冲的结构（鼻叶和耳朵）的多样性和动态研究工作。学生和合作的BS/MS和MS/PhD教育计划。在过去的两年中，两批IRES学者完成了IRES 10周计划。除了研究和技术经验，IRES学生参加了几次实地考察和研讨会，并接触到中国文化。为了更好地了解该计划的影响，学生被邀请完成前和后程序的调查和程序后的采访。这些调查包括文化智力评估、全球能力活动和旅居准备评估。此外，学生们还回答了一些关于他们的技术和文化经验的开放式问题。在本文中，我们首先解释了实验室的历史及其迄今为止的研究和教育贡献。然后，我们描述了IRES计划和计划评估措施。最后，我们重点讨论了该项目对学生跨文化技能的影响，并给出了访谈结果。
This work-in-progress research paper presents our experiences with an NSF-sponsored International Research Experiences for Undergraduates (IRES) program. A major component of the program is implemented at an international laboratory in China. The lab has been established in 2010 as a collaborative research platform, for a large land-grant university in the U.S. and a public comprehensive university in China, to study the biosonar sensing and flight of bats from an engineering perspective. The lab has pioneered work on the diversity and dynamics of the structures (noseleaves and ears) that bats use to emit and receive ultrasonic pulses In addition, the lab has hosted research experiences for international (primarily U.S.) students and collaborative BS/MS and MS/PhD educational programs. In the last two years, two cohorts of IRES scholars completed IRES 10-week program. In addition to research and technical experiences, the IRES students participated in several field trips and seminars and were exposed to Chinese culture. To better understand the impact of the program, students were invited to complete pre- and post-program surveys and a post-program interview. The surveys included cultural intelligence assessment, Global Competency Activity, and Sojourn Readiness Assessment. In addition, students answered a few open-ended questions about their technical and cultural experiences. In this paper, we first explain the history of the lab and its research and educational contribution to date. Then, we describe the IRES program and program evaluation measures. Finally, we focus on the influence of the program on students’ intercultural skills and present the results from interviews.