2024 ASEE Annual Conference & Exposition

Exploring and Expanding Support for International Students in Engineering: Faculty Reflections Beyond Academic Boundaries

Presented at International Division (INTL) Technical Session: Cultural Perspectives

This is a student paper:

Expanding upon our previous work in the blinded for review paper, this research seeks to delve into the realm of self-reflection among engineering faculty members who regularly interact with international students. The primary objective is to investigate how these faculty members address the unique needs of the international student community. The Challenge and Support model by Nevitt Sanford serves as our guiding framework for this research, and we employ narrative analysis due to its potential in analyzing differences in cases and describing the dynamics of individual narratives within their distinct contexts (Floersch et al., 2010; Simons et al., 2008).

This paper aims to answer the following research question: How do engineering faculty members address the multifaceted and distinct needs of international students? It is important to understand these perspectives when considering how to support international engineering students given that each student has unique and intricate experiences in both academic and non-academic aspects.

Nevitt Sanford, a pioneering psychologist in the field of student development, introduced two foundational concepts: the cycles of differentiation and integration and the balance between support and challenge (Evans, 2003; King & Kitchener, 1994; Moore & Upcraft, 1990). He emphasized that students undergo processes of self-discovery as unique individuals and members of groups, with challenges arising when they encounter unprepared situations. The ability to face these challenges is influenced by the available support. Sanford highlighted the importance of readiness, challenge, and support as crucial developmental conditions, with the interaction between challenge and support significantly impacting students' growth. A misalignment between these factors can lead to negative outcomes, underscoring the necessity for higher education institutions to provide suitable support for addressing the diverse challenges faced by students.

This research aims to illuminate the challenges and experiences faced by international students, with the goal of advocating for universities and schools to establish support systems tailored to the specific needs of this student demographic. The objective of this work is to contribute to the development of new policies, funding initiatives, and institutional structures that address the specific challenges encountered by international students, thereby facilitating a more successful and productive transition into the academic environment.

Authors

Animesh Paul University of Georgia [biography]

Animesh, originally from Tripura, India, brings a diverse and liberal background, shaped by his military upbringing, to his role as a Ph.D. candidate at the University of Georgia's Engineering Education and Transformative Practices program. Holding a bachelor’s degree in Electronics and Electrical Engineering from KIIT University, he currently conducts research under Dr. Racheida Lewis, focusing on equity and inclusion within engineering education. Animesh is dedicated to facilitating the transition of STEM students into the workforce and advocates for a learning environment enriched with diversity and fairness. He identifies with the pronouns "He/They" and is known for his creativity, positivity, and outgoing personality.
Dr. Sreyoshi Bhaduri ThatStatsGirl [biography]

Dr. Sreyoshi Bhaduri is an Engineering Educator and People Research Scientist. She employs innovative and ethical mixed-methods research approaches to uncover insights about the 21st century workforce. Sreyoshi has a doctorate in Engineering Education, and Masters degrees in Applied Statistics (M.A.) and Mechanical Engineering (M.S.), from Virginia Tech. She earned her Bachelors degree in Mechatronics Engineering from Manipal University in India. Sreyoshi has been recognized as a Graduate Academy for Teaching Excellence (VTGrATE) Fellow, a Global Perspectives Program (GPP) Fellow, a Diversity scholar, and was inducted in the Bouchet Honor Society in 2017.
Sreyoshi is passionate about improving belonging among women in Engineering. She serves as Senator at SWE (Society of Women Engineers) - the world’s largest advocate and catalyst for change for women in engineering and technology with over 42,000 global members. She also champions and serves as advisor at Sisters in STEM - a not-for-profit led by school students, aimed at increasing interest, engagement, and allyship in STEM. Learn more about her work at - www.ThatStatsGirl.com. This work was carried out independent of author's current employment at Amazon. Views expressed in this paper are the author's own and do not represent those of the organization she works at.
Dr. Racheida S Lewis http://orcid.org/0000-0002-1934-3199 University of Georgia [biography]

Racheida S. Lewis, Ph.D. is an Assistant Professor at the University of Georgia in the Engineering Education Transformations Institute (EETI) and the Department of Electrical and Computer Engineering. Dr. Lewis believes in creating a diverse engineering field and strives to do so through connecting with teaching, and mentoring future engineers. She has devoted her life to this mission through her leadership and lifetime membership in the National Society of Black Engineers. Ultimately, Dr. Lewis aspires to bridge together research and pedagogy within the academy to improve engineering education within the field and across disciplines.
Dr. Lilianny Virguez University of Florida [biography]

Lilianny Virgüez is an Instructional Associate Professor within the Engineering Education Department at the University of Florida. With a background in the telecommunications industry, Dr. Virgüez brings valuable practical experience to her academic role. She earned her Ph.D. in Engineering Education and a Master's degree in Management Systems Engineering from Virginia Tech, complementing her Bachelor's degree in Telecommunications Engineering.
Dr. Krishna Pakala Boise State University [biography]

Dr. Krishna Pakala is an Associate Professor in the Department of Mechanical and Biomedical Engineering at Boise State University (Boise, Idaho). He was the Director for the Industrial Assessment Center at Boise State University. He served as the Faculty in Residence for the Engineering and Innovation Living Learning Community (2014 - 2021). He was the inaugural Faculty Associate for Mobile Learning and the Faculty Associate for Accessibility and Universal Design for Learning. He was the recipient of the Foundation Excellence Award, David S. Taylor Service to Students Award and Golden Apple Award from Boise State University. He was also the recipient of 2023 National Outstanding Teacher Award, ASEE PNW Outstanding Teaching Award, ASEE Mechanical Engineering division’s Outstanding New Educator Award and several course design awards. He serves as the campus representative and was the past-Chair for the ASEE PNW Section. His academic research interests include innovative teaching and learning strategies, use of emerging technologies, and mobile teaching and learning strategies.
Dr. Debarati Basu http://orcid.org/0000-0002-6205-8510 Embry Riddle Aeronautical University [biography]

Dr. Debarati Basu is an Assistant Professor in the Engineering Fundamentals Department in the College of Engineering at the Embry-Riddle Aeronautical University at the Daytona Beach campus. She earned her Ph.D. in Engineering Education from Virginia Tech (VT). She received her bachelor's and masters in Computer Science and Engineering. Her research is at the intersection of Engineering Education (EE) and Computing Education Research (CER) to advance personalized learning, specifically within the context of online learning and engagement, educational technologies, curriculum design which includes innovative and equitable pedagogical approaches, and support programs that boost the academic success of different groups of students. She teaches in active learning environments, such as project-based learning and flipped classrooms. She aims to bring EE and CER into practice.

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