2024 ASEE Annual Conference & Exposition

Undergraduate participation in research provides opportunities for students to develop their research and technical skills, network with other students/professors, raise their awareness of graduate studies, and understand the social context of research. While undergraduate students are often able to participate in research at their own institution or nationally in the US (through available Research Experiences for Undergraduates sites), it is also possible for undergraduates to complete research internationally.

In addition to the domestic benefits of research experiences, this provides an opportunity to network with international students/professors, learn about a different country and culture, and learn new perspectives on how professionals from other countries approach research. In support of this mission an International Research Experiences for Undergraduates (IRES) site is providing 12-week summer research experiences for students from the University of Alabama at the Brno University of Technology in the Czech Republic

From post-program surveys of the first cohort (N=5), students reported low satisfaction with the organized group activities and field trips. With 3 of 5 students reporting neutral or somewhat dissatisfied feelings with them. This contrasted with strong ratings for the research aspects of the program. While not directly connected to the student’s research activities, it is hypothesized that a greater focus on organized group activities will improve group dynamics and indirectly improve all program aspects. Further, a focus on group activities within an international program is expected to be even more important for participating students without access to their typical social and support structures. Therefore, to improve students’ experiences in the program the second iteration included a greater emphasis on organized group activities increasing both the number and scope of events for students.

This work provides an overview of the social and cultural activities of the IRES site in the Czech Republic and student reports of satisfaction in both Year 1 and Year 2 to evaluate if the increased focus on group activities in Year 2 improved student experiences in the program. These details will inform the design and execution of the 3rd iteration of the IRES site and help other IRES coordinators identify approaches to integrating social and cultural activities to meet their own site goals.