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The current study presented an initial evaluation, following Year 1, of a National Science Foundation (NSF) sponsored Research Experience for Undergraduates (REU) program in chemical engineering conducted at a large Mid-Atlantic research university. A methodology for evaluating student outcomes from undergraduate research experiences was also proposed. Evaluation of the REU program relied upon an extensive assessment methodology, utilizing pre- and post-survey measures of research and scientific-based experiences and skills as well as in- depth student and faculty mentor interviews of REU experiences, gains, and perceived benefits. Participants (n = 21; 25% female; 42% underrepresented minority status) evidenced significant gains in broad research experience and specific research-based skills and experiences after completing the REU program. Specific production metrics, ratings of research experiences, as well as initial graduate school plans and outcomes, were also obtained. Results indicated involvement in presentations and publications as well as moderate to high ratings of core REU experiences. A key finding from the study is the clarifying role the REU program played in facilitating students' graduate school plans; results support REU programs as a refining experience rather than a prompting experience for graduate school outcomes. Qualitative analysis of student interview data revealed a perceived significant benefit of working collaboratively with other students while engaged in the research experience and an increased and improved understanding of the nature of research. Qualitative analysis of faculty mentor interview data corroborated the perceived benefits of student pairing and research collaboration, and also noted the ability of student pairing to facilitate student work and time management. Despite high ratings of core REU program elements, students expressed a desire for more time working with and under the advisement of faculty mentors. Across students and faculty mentors, suggestion was made for the inclusion of additional social and related events and programs to further facilitate research collaboration and integration during the program. Limitations, recommendations for improvement of the REU program and for future evaluation of the REU, and implications for institutions interested in implementing REU programs are discussed. [ABSTRACT FROM AUTHOR]

Colleges of Engineering have increasingly emphasized the importance of engineering students obtaining professional skills relating to global readiness. This paper describes progress in a crosssectional, longitudinal study to examine the impact that a College of Engineering at a large, mid- Atlantic public institution has on students' global readiness and related constructs. Data were collected from first-year and senior undergraduate engineering students for two years (2012-2013 and 2013-2014). Research questions examined: 1) previous international experiences of incoming students, 2) international experiences that undergraduates have during their academic careers, 3) students' perceived value of global readiness, 4) activities students perceive to be most impactful on global readiness, and 5) the impact of international experiences on students' cultural dispositions. Results showed that a large proportion of both incoming and senior students have had international experiences. While seniors perceived themselves to be more globally ready, firstyear students rated themselves more highly on items relating to the professional importance of global readiness. Senior students felt that interacting with international students in their courses most strongly impacted their global readiness. Students who studied or worked abroad had stronger perceptions of their global readiness and more positive cultural dispositions. Implications of the results for engineering education are discussed. [ABSTRACT FROM AUTHOR]

In this study, two groups of people, instructors who taught entrepreneurial focused classes (N = 46) and students enrolled in entrepreneurial classes (N = 138) were asked to define entrepreneurship. The responses were coded into general categories and the categories were compared across groups. Student responses were also analyzed based on several other demographic variables including gender, relationship to entrepreneurial parents, prior entrepreneurial experiences, and major. Results highlight some of the different perceptions and goals that students and faculty hold regarding entrepreneurship. [ABSTRACT FROM AUTHOR]