2026 ASEE Annual Conference & Exposition

A Comparative, Longitudinal Case Study of Two International Research Experiences for Students Programs

Presented at International Division (INTL) Technical Session 6: Intercultural Learning, Identity, and Student Experience

This paper examines and compares two National Science Foundation-funded International Research Experience for Students (NSF IRES) programs over the course of their three-year (Summer 2023 through Summer 2025) project cycle. One IRES program was centered on water quality research conducted with university partners at Monash University in Victoria, Australia; while the second focused on developing novel synthetic living materials for sustainable building infrastructure in collaboration with partners at the University of Freiburg, Germany. Students selected were undergraduate science and engineering students from a large research-one university located in the Eastern United States (U.S.), along with a smaller cohort from a partner university in the same region. Each IRES program was led by College of Engineering faculty program leaders and supported by graduate student mentors. An average of five undergraduate students of varying genders and racial/ethnic backgrounds were selected annually to participate in each experience, for a total of 31 undergraduate students over the years.

Annual program assessment outcomes for each project revealed program strengths and areas for improvement based on a mixed-methods approach of student interviews and surveys. This paper focuses on the qualitative student interview data collected after each trip in which students shared their personal experiences with and thoughts about the IRES programs. What is unique about this study is that it not only shares students' perspectives over a number of years for each program, but also compares experiences across the two programs at both University of Freiburg, Germany; and Monash University, Australia. Some topics of comparison include the impact of the difference in the primary languages spoken, racial experiences during each program, unique cultural experiences, and program logistics; as well as common themes across the programs including motivations for pursuing the program, gaining research experience, travel experience abroad, and to clarify future academic and career goals.

This paper also highlights recommendations for other program leaders gained from the annual program assessment outcomes including: bolstering student inclusion experiences with their research groups, peers and mentors; support for student racial minoritization experiences abroad; support for student mental health abroad; and community building within the student cohorts.

Authors

Shawna Dory Pennsylvania State University [biography]

Shawna Dory is a PhD candidate in the Education Policy Studies Department at the Pennsylvania State University. She has a BA in Sociology and earned a MEd in Counselor Education, Student Affairs from Clemson University. Along with her role as a PhD candidate, she is a research assistant in the Leonhard Center for the Enhancement of Engineering Education. Her research interests include gender equity and women student persistence in engineering education, and first-generation student persistence in engineering education. Shawna has also done work related to sexual misconduct and Title IX implementation in higher education.
Dr. Stephanie Cutler The Pennsylvania State University [biography]

Dr. Stephanie Cutler has degrees in Mechanical Engineering, Industrial and Systems Engineering, and a PhD in Engineering Education from Virginia Tech. She is an Associate Research Professor and the Director of Assessment and Instructional Support in the Leonhard Center at Penn State.
Dr. Ibukun Samuel Osunbunmi http://orcid.org/https://0000-0002-7821-9059 The Pennsylvania State University [biography]

Ibukun Samuel Osunbunmi is an Assistant Research Professor, and Assessment and Instructional Specialist at Pennsylvania State University. He holds a Ph.D. degree in Engineering Education from Utah State University. Also, he has BSc and MSc degrees in mechanical engineering. His research interests include student engagement, design thinking, learning environment, evidence-based pedagogy, e-learning, broadening participation in STEM education, sustainable energy, and material characterization.
Dr. Zoubeida Ounaies http://orcid.org/0000-0003-2054-5350 The Pennsylvania State University [biography]

Zoubeida Ounaies is distinguished professor of Mechanical Engineering and professor of Materials Science and Engineering, director of the Convergence Center for Living Multifunctional Material Systems (LiMC2) and associate director of the Materials Research Institute at the Pennsylvania State University. She joined Penn State in January 2011 as an associate professor with the Dorothy Quiggle Career Development Professorship in Mechanical Engineering. At Penn State, Zoubeida established the Electroactive Materials Characterization Laboratory (EMCLab) where she and her students focus on the design and development of responsive polymer-based materials with unique combinations of mechanical, electrical, magnetic, and coupled properties.
Lauren McPhillips Pennsylvania State University
Juan Pablo Gevaudan Pennsylvania State University
Dr. Heather Gall The Pennsylvania State University
Nathaniel R. Warner Pennsylvania State University
Paris von Lockette University of Maryland Baltimore County

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

« View session

For those interested in:

undergraduate