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Person-centered analysis of factors related to STEM students’ global awareness

机译：以人为本的茎学生全球知名因素分析

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Background Twenty-first century communication has changed how we connect to the rest of the world. Therefore, it requires the preparation of undergraduate science, technology, engineering, and mathematics (STEM) students who are capable of coping with problems on a global scale and who can participate effectively in a global economic and civic environment. Breathtaking ability to send vast amounts of data instantly and at times globally often translates to graduates entering the workforce needing to be aware of the global community. Hence, in this study, factors related to engineering students’ global awareness have been explored so that higher education institutions may consider those factors when designing programs meant to influence this competence. The current study used a validated new instrument, based on a developmental model—the Model of Domain Learning (MDL)—to gauge engineering students’ growth in global awareness. The presented research is studying the following research question: What is the relation between students’ curricular and co-curricular experiences and levels of global awareness classified using MDL? Results Person-centered analyses were used to answer the research question. Four hundred twenty-five engineering students, who enrolled in 18 different engineering programs in a US land-grant university, participated in this study. The study found that engineering students’ engagement in extra-curricular activities was correlated with an increase of their knowledge, strategic processing, and interest in the domain of global awareness. Conclusions Based on the data analysis, students’ international experiences were positively related to not only their interest and knowledge but also their strategic processing predicted by the MDL. Moreover, engineering students’ international experience and high academic engagement are important variables related to their perception of increased global awareness and improved skills for international careers. Hence, higher education institutions should consider making pedagogical interventions in their programs to effectively embed international experience into students’ curriculum.
机译：背景技术二十一世纪的沟通改变了我们如何连接到世界其他地区。因此，它需要制定本科科学，技术，工程和数学（Stew）学生，他们能够应对全球规模的问题，谁可以在全球经济和公民环境中有效参与。令人叹为观止的能力立即发送大量数据，在全球范围内常常转化为毕业生进入需要了解全球社区的劳动力。因此，在这项研究中，探讨了与工程学生的全球意识有关的因素，以便在设计方案意味着影响这一能力时，高等教育机构可能会考虑这些因素。目前的研究采用了一个经过验证的新仪器，基于发展模型 - 域学习模型（MDL） - 衡量工程学生在全球意识中的增长。本研究正在研究以下研究问题：学生课程和共同课程经验与使用MDL分类的全球意识水平是什么？结果以人为本的分析用于回答研究问题。四百二十五名工程学生在美国土地格兰特大学注册了18个不同的工程方案，参加了这项研究。该研究发现，工程学生在课外活动的参与与他们的知识，战略加工和全球意识领域的兴趣增加相关。基于数据分析的结论，学生的国际经验不仅与他们的兴趣和知识相比积极地相关，也与MDL预测的战略处理。此外，工程学生的国际经验和高学术参与是与他们提高全球意识和改善国际职业技能的感知相关的重要变量。因此，高等教育机构应考虑在其计划中制定教学干预，以将国际经验纳入学生课程。

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