International field experiences provide invaluable but complex opportunities for students to develop cultural awareness, scientific identity, and research skills. Without intentional structure and activities designed to support student development, clearly delineated learning outcomes, and an ability to assess program effectiveness, students may not be receiving the full benefit of their international research experiences. Here, we discuss potential focal outcomes for students engaged in international research, activities that can support those outcomes, and methods for assessing student learning qualitatively and quantitatively. These assessments can be used to generate more effective research programs in future years.
Results/Conclusions
This talk will use the 2018 Drexel International Students Tacking Advanced Research field experience in Cuba, partnered with the University of Cienfuegos, as a case study for how to develop, manage, and assess international field research experiences for undergraduates. The principles of backwards design were used to generate intentional learning outcomes, which were assessed by both quantitative URSSA student assessments of their learning gain surveys and qualitative metacognition exercises throughout the research experience. We found that even when students are well-prepared, only the actuality of field-based experiences teaches students how to adapt to unexpected challenges. Furthermore, student-to-student and student-in-community experiences allowed for the greatest cultural exchange and understanding, promoting a deeper understand of how culture can influence the manner in which science is conducted.