Background
Twenty-first century communication has changed how we connect to the rest of the world. Therefore, it requires the preparation of undergraduate science, technology, engineering, and mathematics (STEM) students who are capable of coping with problems on a global scale and who can participate effectively in a global economic and civic environment. Breathtaking ability to send vast amounts of data instantly and at times globally often translates to graduates entering the workforce needing to be aware of the global community. Hence, in this study, factors related to engineering students’ global awareness have been explored so that higher education institutions may consider those factors when designing programs meant to influence this competence. The current study used a validated new instrument, based on a developmental model—the Model of Domain Learning (MDL)—to gauge engineering students’ growth in global awareness. The presented research is studying the following research question: What is the relation between students’ curricular and co-curricular experiences and levels of global awareness classified using MDL?

Results
Person-centered analyses were used to answer the research question. Four hundred twenty-five engineering students, who enrolled in 18 different engineering programs in a US land-grant university, participated in this study. The study found that engineering students’ engagement in extra-curricular activities was correlated with an increase of their knowledge, strategic processing, and interest in the domain of global awareness.

Conclusions
Based on the data analysis, students’ international experiences were positively related to not only their interest and knowledge but also their strategic processing predicted by the MDL. Moreover, engineering students’ international experience and high academic engagement are important variables related to their perception of increased global awareness and improved skills for international careers. Hence, higher education institutions should consider making pedagogical interventions in their programs to effectively embed international experience into students’ curriculum.



中文翻译：

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以人为中心的STEM学生全球意识相关因素分析

背景
二十一世纪的交流改变了我们与世界其他地区联系的方式。因此，它需要准备能够在全球范围内解决问题并能够有效参与全球经济和公民环境的科学，技术，工程和数学（STEM）本科生。具有即时和有时在全球范围内发送大量数据的惊人能力，通常意味着毕业生进入劳动力市场需要了解全球社会。因此，在这项研究中，探索了与工程专业学生的全球意识有关的因素，以便高等教育机构在设计旨在影响这一能力的课程时可以考虑这些因素。目前的研究使用了经过验证的新仪器，基于发展模型-领域学习模型（MDL）-来衡量工程专业学生的全球意识增长情况。提出的研究正在研究以下研究问题： 使用MDL分类的学生的课程和课外体验与全球意识水平之间有什么关系？

结果
以人为中心的分析被用来回答研究问题。425名工程专业的学生参加了这项研究，他们在美国赠款大学中注册了18个不同的工程专业。研究发现，工科学生参与课外活动与他们的知识，战略处理以及对全球意识领域的兴趣增加有关。

结论
根据数据分析，学生的国际经验不仅与他们的兴趣和知识密切相关，而且与MDL预测的战略处理也呈正相关。此外，工科学生的国际经验和较高的学术参与度是与他们对全球意识的增强和国际职业技能的提高有关的重要变量。因此，高等教育机构应考虑在其课程中进行教学干预，以有效地将国际经验纳入学生的课程中。