Kotys-Schwartz, D. A., & Shih, C. (2013, June), Global Confidence: U.S. Student Outcomes from an International Capstone Design Experience  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19657

\bibitem{asee_peer_19657}
  Kotys-Schwartz, D. A., \& Shih, C. (2013, June), \emph{Global Confidence: U.S. Student Outcomes from an International Capstone Design Experience}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19657

Daria A Kotys-Schwartz and Chiang Shih.  "Global Confidence: U.S. Student Outcomes from an International Capstone Design Experience".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19657 Internet.  16 Jun, 2024

\bibitem{asee_peer_19657}
  Daria A Kotys-Schwartz and Chiang Shih.
  "Global Confidence: U.S. Student Outcomes from an International Capstone Design Experience".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19657 Internet.  16 Jun, 2024

@INPROCEEDINGS{asee_peer_19657
author = "Daria A Kotys-Schwartz and Chiang Shih"
title = "Global Confidence: U.S. Student Outcomes from an International Capstone Design Experience"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19657}
number = {10.18260/1-2--19657}
}

TY  - CPAPER
AB  -                Global Confidence: Student Outcomes from an                 International Capstone Design ExperiencePrevious studies have shown that international experiences for students can promotecross-cultural understanding, enhanced knowledge and skills, as well as globalpreparedness. Additionally, research in engineering education has demonstrated thatproject-based courses can increase student retention, motivation, problem-solving ability,communication skills, knowledge retention, teamwork skills and the capacity for self-directed learning. By placing a project-based course in an international context it wasanticipated that student participants would realize the benefits of study-abroad andproject-based learning.The ________ FIPSE program brings together a consortium of four universities: a largepublic research university in the south, a mid-size public research university in theMidwest, and two mid-size Brazilian universities to train post-secondary engineeringstudents for global engineering careers. Using design courses as a vehicle for student andfaculty collaboration — both U.S. and Brazilian students are exposed to technical,professional and cultural experiences that can only take place through a internationalexchange program. The ______ program addresses three overarching goals:    1) Create diverse teams of engineering students with the opportunity to learn        engineering in a global context    2) Prepare students for global professional experiences by augment their cultural        awareness    3) Establish long-term cross-cultural collaboration between consortium universitiesStudent participants in the ________ FIPSE program were surveyed pre and post andsemi-structured interviews were performed with each participant at the close of theexperience. In this paper, we discuss an overview of the program structure, program goalsand objectives, student outcomes, and highlight the strengths and weaknesses of thecurrent program. Additionally, recommendations are made for structuring internationalprograms that center around project-based courses.  
AU  - Daria A Kotys-Schwartz
AU  - Chiang Shih
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Global Confidence: U.S. Student Outcomes from an International Capstone Design Experience
UR  - https://peer.asee.org/19657
DO  - 10.18260/1-2--19657
ER  -