Guzak, K. L., & Paterson, K., & Archer, A. (2012, June), A Comparative Assessment of Graduate versus Undergraduate Student Outcomes via International Community Engagement Programs  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--20787

\bibitem{asee_peer_20787}
  Guzak, K. L., \& Paterson, K., \& Archer, A. (2012, June), \emph{A Comparative Assessment of Graduate versus Undergraduate Student Outcomes via International Community Engagement Programs}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--20787

Kristine Louise Guzak, Kurt Paterson P.E., and Alexandra Archer.  "A Comparative Assessment of Graduate versus Undergraduate Student Outcomes via International Community Engagement Programs".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://strategy.asee.org/20787 Internet.  14 May, 2024

\bibitem{asee_peer_20787}
  Kristine Louise Guzak, Kurt Paterson P.E., and Alexandra Archer.
  "A Comparative Assessment of Graduate versus Undergraduate Student Outcomes via International Community Engagement Programs".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://strategy.asee.org/20787 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_20787
author = "Kristine Louise Guzak, Kurt Paterson P.E., and Alexandra Archer"
title = "A Comparative Assessment of Graduate versus Undergraduate Student Outcomes via International Community Engagement Programs"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/20787}
number = {10.18260/1-2--20787}
}

TY  - CPAPER
AB  -         A Comparative Assessment of Graduate versus Undergraduate        Student Outcomes via International Community Engagement                                ProgramsStudents come from a variety of backgrounds to participate in international programs,which leads to questions of why students are attracted to these programs and what theyare gaining from their involvement? This paper provides findings of a comparative studydone on two of University X’s international community engagement programs: one at thegraduate level, the other at the undergraduate level. In order to better understand theeffectiveness of their engineering education in preparing students to engage in beneficialcommunity fieldwork five assessment methods were used. These methods included: 1.)sustainable engineering knowledge, perspectives, and efficacy, 2.) readiness forinternational experiences, 3.) intercultural awareness, 4.) skills and attitudes, and 5.)motivations. Twenty-four undergraduates and twenty-three graduate students completedthe five instruments prior to fieldwork and again upon returning from fieldwork. Thecollected information was analyzed utilizing three independent variables, gender (male orfemale), class status (undergraduate or graduate student) and prior experience abroad(low, medium, high). Initial findings suggest a significant difference between class statuswith regards to intercultural awareness and readiness. Additionally, preliminary resultssuggest differences with respect to gender and sustainable engineering awareness. Basedon the evidence to date, University X has recently implemented reforms in both programsto improve intercultural and sustainable engineering competencies, as well as crafting alearning community to infuse skills, attitudes, and motivations. This work presented willunderscore critical program design practices for achieving meaningful benefits of studentparticipants as well as the communities they serve.
AU  - Kristine Louise Guzak
AU  - Kurt Paterson P.E.
AU  - Alexandra Archer
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - A Comparative Assessment of Graduate versus Undergraduate Student Outcomes via International Community Engagement Programs
UR  - https://strategy.asee.org/20787
DO  - 10.18260/1-2--20787
ER  -