2026 ASEE Annual Conference & Exposition

WIP: A World of Impact: A replicable model for short-term study away programs to advance leadership competencies in global contexts

Presented at International Division (INTL) Technical Session 2: Study Abroad and Global Learning Experiences

Preparing engineers to operate effectively in a global leadership context aligns directly with ABET student outcomes related to communication, interdisciplinary teamwork, and understanding ethical and societal issues. However, participation among early-stage engineering undergraduates in international engagement remains disproportionately low due to curricular and program design barriers. This work-in-progress paper operationalizes a structured and phased approach for embedding leadership and global learning outcomes into short-term study-away programs. By leveraging modular program design, the Leadership on Location structure can function effectively across varied locations, durations, and modalities to bolster student learning and impact.

Moreover, this compact course structure weaves curriculum requirements across three sequential phases using the Modular Development for Applied Leadership (MODAL) framework. This framework includes (1) pre-departure cognitive framing – focused on leadership theory, intercultural communication, and personalized goal setting, (2) in-country experiential learning – industry and work integrated learning and guided experiential analysis, and (3) post-trip reflective synthesis – requiring post-experience reflection and construction of digital learning portfolios. Depending on the location and course duration, the modular structure can be easily arranged and configured through a phased approach to develop global competencies among early-stage engineering undergraduates.

Preliminary results from the pilot cohort (n=24) indicate positive alignment with desired course outcomes and effective deployment of the MODAL framework. Student self-assessment demonstrated gains in adaptability (75%), emotional regulation in a cross-cultural context (75%), and strengths-based self-awareness (81%). Qualitative analysis revealed emergent themes including student agency and initiative in applied learning contexts, gains in adaptive leadership skills, and interdisciplinary teamwork and communication.

The Leadership on Location structure illustrates how an integrative short-term program can deliver measurable impact on leadership and global competencies among early-stage engineering undergraduates. This paper details the MODAL framework, replicable implementation logistics, and assessment methodology to inform scalable iterations and evaluation across early engineering curricula. Ongoing work includes incorporating data from additional international engineering education courses to increase the sample size and strengthen statistical comparisons.

Authors

Mrs. Sarah Clarke Clemson University [biography]

Sarah Clarke serves as the Director of First-Year Student Success in the College of Engineering, Computing and Applied Sciences at Clemson University. She brings a professional background in business and leadership consulting for Fortune 500 companies, integrating industry-informed strategies into higher education practice. Her work centers on advancing undergraduate engineering student success through the operationalization of leadership development frameworks and the intentional integration of entrepreneurship, innovation, and global engagement within the undergraduate experience. Clarke’s efforts emphasize strategic collaboration with industry partners to design experiential learning opportunities to bridge academic theory and professional application.
Mrs. Erica Harper Riggins Clemson University [biography]

Erica Harper Riggins serves as Director of Engagement and Student Transitions in the College of Engineering, Computing and Applied Sciences at Clemson University. Riggins brings over a decade in higher education, complemented by prior work with the National Council of Examiners for Engineering and Surveying. Her leadership advances the undergraduate engineering experience through strategic direction of student transition initiatives, parent and family engagement, and co-curricular leadership development. Riggins integrates strengths-based and student success frameworks into foundational programs and coursework, with a focus on designing intentional experiences across the student lifecycle.
Ms. Aubrey Baldwin Clemson University [biography]

Aubrey C. Baldwin is a higher education leader, educator, and scholar advancing engineering education through experiential learning, leadership development, and career readiness. She serves as Executive Director of Student Experience in the College of Engineering, Computing and Applied Sciences at Clemson University, where she leads a portfolio spanning student transitions, career and talent development, leadership and entrepreneurship, and global engagement. Her work integrates practice and research to strengthen pathways from education to employment, with emphasis on experience design and operational and performance excellence, contributing to workforce development and talent pipeline needs in South Carolina and beyond. Baldwin led the launch of Clemson’s Engineering Leadership Program and Minor and expanded initiatives in experiential learning, and professional licensure preparation. Her scholarship examines leadership development and career readiness, with a focus on work and project-based learning, early career outcomes, and development of adaptive engineers for evolving workforce environments.
Ms. Abigail Lefler Clemson University [biography]

Abigail Lefler is an engineering professional specializing in data analytics and continuous improvement to support data-driven decision-making and enhance organizational performance and educational outcomes. Her work focuses on applying data science methods to program assessment, process optimization, and strategic evaluation. Lefler’s experience spans the higher education, aerospace, and healthcare sectors, where she has supported projects aimed at improving quality and operational excellence through data-driven approaches. Lefler is currently pursuing a Master’s degree in Data Science and Analytics at Clemson University, where she also earned her Bachelor’s degree in Industrial Engineering.

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

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