2025 ASEE Annual Conference & Exposition

This qualitative study explores the experiences of ten Colombian undergraduate engineering students participating in a research internship program at a Midwestern university in the United States. The program aims to integrate students into the local community and attract highly skilled talent for potential enrollment in master’s or doctoral programs. The research investigates how linguistic, social, and academic experiences during the internship shape students' intentions to pursue graduate studies in the United States. Specifically, the study asks: How do experiences related to English language use, interactions with their home families, and social and academic challenges influence students' post-internship academic intentions?
The methodology involved interviews with the participants at the beginning, midpoint, and end of their internship. This longitudinal approach gave an in-depth understanding of how students' experiences evolved. Data were analyzed through thematic analysis to identify key patterns in the students’ adaptation processes and perceptions of future academic pathways.
The findings revealed two distinct groups among the participants. Three students expressed no intention to apply for graduate studies, citing a perceived gap between their own linguistic and social skills and the expectations of their academic mentors, as well as feelings of isolation and persistent stress. In contrast, those interested in pursuing graduate studies demonstrated a sense of personal agency. Despite recognizing their linguistic, academic, and social challenges, these students sought daily survival strategies, information resources, and social support in their new environment.
The theoretical framework for this study is based on Berry’s acculturation theory and Deci and Ryan's self-determination theory. Berry’s model highlights the students’ struggle between cultural integration and separation, while self-determination theory provides insight into how autonomy, competence, and relatedness shaped their motivation and adaptation.
The findings suggest universities should offer robust language support and culturally sensitive mentorship for international students. Educators should be trained to recognize and address the academic and psychological barriers that international students face. Additionally, fostering a sense of belonging through accessible campus resources can enhance the overall experience of international interns and potentially increase their interest in pursuing advanced studies in the host country.