Borderless STEM Education: A Study of Both American Students and Foreign Students

Autor/in	Komura, Kiriko
Titel	Borderless STEM Education: A Study of Both American Students and Foreign Students
Quelle	(2013), (199 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Claremont Graduate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-7952-6
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Student Surveys; Study Abroad; Foreign Students; Global Approach; Competence; Student Experience; Student Interests; Academic Degrees; Gender Differences; Racial Differences; Ethnic Groups; Student Motivation; Educational Technology; Multivariate Analysis; Majors (Students); Student Attitudes; Minority Group Students; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Schülerbefragung; Studies abroad; Auslandsstudium; Globales Denken; Kompetenz; Studienerfahrung; Studieninteresse; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Geschlechterkonflikt; Rassenunterschied; Ethnie; Schulische Motivation; Unterrichtsmedien; Multivariate Analyse; Schülerverhalten; Kalifornien
Abstract	This study explores the current status of borderless education in STEM through surveys of two populations of STEM students: American students who studied abroad and foreign students who were studying in the U.S. It was undertaken in response to the U.S. government's desires to strengthen STEM education and to develop American students' global competencies. The purpose was to understand how international experiences can be enhanced in order to increase American STEM students' interest in study abroad programs and in earning advanced STEM degrees and to understand how to attract more foreign STEM students to study in the United States. Issues of particular focus were: the impacts of gender, race/ethnicity, and nationality on STEM students' motivation to participate in, and responses to study abroad programs, and the value of Information and Communication Technologies (ICTs) in borderless STEM education. Several different forms of multivariate analyses were performed on data from surveys at seven public and private colleges and universities in the Southern California area. The results indicated that among American students, greater value was placed on social and cultural experiences gained through studying abroad. In contrast, among foreign students greater value was placed on enhancement of their academic and professional development opportunities. American students whose study abroad included research experiences had a greater interest in international research and teaching in the future. Foreign graduate students majoring in computer science, engineering and biology are the most likely to seek opportunities to study and work in the US. Finally, ICTs were valued by American students as platforms for social interactions and by foreign students for facilitating professional networks. The analyses lead to several recommendations, including: STEM faculty should be made aware of the critical importance of their advising and mentoring in motivating students to choose to study abroad and, minority students gain more confidence about working in STEM fields and seeking advanced STEM degrees as a result of studying abroad. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2020/1/01