Modeling a Conceptual Framework of College- and Career-Readiness in STEM (Science, Technology, Engineering and Mathematics): A Comparative Study of American and Japanese Students' Global Competencies

首席研究员（PI）进行了第二阶段的研究。首先，PI完成了前一年案例研究遗留下来的数据分析，以检验学生在跨文化沟通技巧方面的全球能力。其次，运用自我效能感、动机和归因的认知学习理论框架，构建了项目前学生体验模型。根据数据分析结果、模型和理论框架，PI与美国某机构合作设计了一种新的同步混合方案。PI评估了日本和美国大学生和研究生在沟通、协作、信息通信技术（ict）和多样性方面的全球能力样本。对参与者进行了在线调查、访谈和小组讨论。PI还采访了在整个项目中与学生密切合作的教师。目前，PI正在进行不同形式的定量分析，以探索概念框架模型，以解释学生能力与科学、技术、工程和数学（STEM）领域的大学和职业准备之间的关系。

The Principal Investigator (PI) conducted the second phase of the study. First, the PI completed the data analysis that remained from the previous year's case study in order to examine the students' global competencies in cross-cultural communication skills. Secondarily, the PI created a model of pre-program students' experience by using a theoretical framework of cognitive learning theories in self-efficacy, motivation, and attribution. Based on the results of data analysis, model and theoretical framework, the PI designed a new synchronous hybrid program by collaboration with an institution in the United States. The PI assessed a sample of both Japanese and American college and graduate students’global competencies in communication, collaboration, Information Communication Technologies (ICTs), and diversity. Online surveys, interviews, and group discussions were administered to the participants. The PI also conducted interviews to faculty members who worked closely with students throughout the program. Currently, the PI is performing different forms of quantitative analysis to explore a model of conceptual framework to explain the relationship between students' competencies and college-and-career readiness in Science, Technology, Engineering, and Mathematics (STEM) fields.