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STEM in Study Abroad
Syracuse University in Florence
a case study
#STEMAbroad #SUFlorence #CIEEBerlin
SASHA PERUGINI, PHD
...
Job market
 “Multi-Teams”: different language, religion,
race, nationality, gender, culture
“Soft” multi/inter-cultural ...
INTERNATIONAL STUDENTS: PREFERRED FIELD OF STUDIES
Field of Study 00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10 10/11 11/12 12/13
Science, Technology,
Engineer...
Study Abroad and location:
 Language
 Subjects tied to location
 Personal heritage
 Electives
Syracuse University Florence
 Founded in 1959
 90 courses/semester
 660 students/year, undergraduate (including freshme...
Spring 2014
• CIE 274 Sustainability in Civil and Environmental Systems
• ECS 222 Dynamics
• ECS 325 Mechanics of Solids
•...
Challenges: HC perspective
 fewer options (electives/courses that count toward the major)
 difficult to accommodate all ...
Challenges: SA perspective
 less pedagogical freedom and specific needs (copyright)
 contractual uncertainty for profess...
Benefits
 response to increase of companies with branches in many parts of the world
 improvement of soft skills and cro...
What helped
- Building the study abroad experience into the curriculum
- Team work between HC and SA
- Monitoring
- Mentor...
#Takeaway #STEMAbroad
 Mentoring system
 Team work (multicultural)
 Predicted increase of STEM demand in study abroad
...
Questions & Discussion
Increasing STEM Mobility through Study Abroad in Europe: Engineering, Architecture and Design - Case Study
Increasing STEM Mobility through Study Abroad in Europe: Engineering, Architecture and Design - Case Study
Increasing STEM Mobility through Study Abroad in Europe: Engineering, Architecture and Design - Case Study
Increasing STEM Mobility through Study Abroad in Europe: Engineering, Architecture and Design - Case Study
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Increasing STEM Mobility through Study Abroad in Europe: Engineering, Architecture and Design - Case Study

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New questions have arisen in light of today’s demands for innovation in science, technology, engineering, and math (STEM), increasingly global jobs markets, worldwide competition, and imbalanced opportunities for study abroad. One such question: Should the selection of study abroad location be tied to local resources and assets? Using two STEM-focused study abroad programs in Europe as examples, we’ll discuss this question, and bring together innovators in STEM education to identify major challenges and best practices, and develop new roadmaps for creating successful STEM programs.

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Increasing STEM Mobility through Study Abroad in Europe: Engineering, Architecture and Design - Case Study

  1. 1. STEM in Study Abroad Syracuse University in Florence a case study #STEMAbroad #SUFlorence #CIEEBerlin SASHA PERUGINI, PHD DIRECTOR, SYRACUSE UNIVERSITY FLORENCE
  2. 2. Job market  “Multi-Teams”: different language, religion, race, nationality, gender, culture “Soft” multi/inter-cultural skills  Growing complexity  Fast paced changes
  3. 3. INTERNATIONAL STUDENTS: PREFERRED FIELD OF STUDIES
  4. 4. Field of Study 00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10 10/11 11/12 12/13 Science, Technology, Engineering, and Math (STEM) 16.6 16.8 17 16.2 16.3 16.4 17.5 17.6 17.7 18.9 19.8 21.1 22.5 Engineering 2.7 2.9 2.9 2.9 2.9 2.9 3.1 3.1 3.2 3.9 3.5 3.9 4.1 Math or Computer Science 2 2.2 2.4 1.7 1.7 1.5 1.5 1.6 1.6 1.5 1.8 1.7 1.9 Social Sciences 20.3 21.9 21.3 22.6 22.6 21.7 21.4 21.5 20.7 22.3 22.9 22.4 22.1 Business & Management 18.1 17.6 17.7 17.5 17.5 17.7 19.1 20.2 19.5 20.8 20.5 20.5 20.4 Humanities 14.5 13.8 13.3 13.3 13.3 14.2 13.2 13.3 12.3 12.1 11.3 10.8 10.4 Fine or Applied Arts 8.5 8.5 9 7.6 7.6 7.5 7.7 8.4 7.3 8.3 8.2 7.8 7.8 Foreign Languages 8.2 8.5 7.9 7.5 7.5 7.8 7.2 6.2 6.1 5.8 5.6 5.3 4.9
  5. 5. Study Abroad and location:  Language  Subjects tied to location  Personal heritage  Electives
  6. 6. Syracuse University Florence  Founded in 1959  90 courses/semester  660 students/year, undergraduate (including freshmen) & graduate  6 buildings  90+ staff and faculty  90 field trips/semester
  7. 7. Spring 2014 • CIE 274 Sustainability in Civil and Environmental Systems • ECS 222 Dynamics • ECS 325 Mechanics of Solids • MAE 251 Thermodynamics • MAT 485 Differential Equations and Matrix Algebra Spring 14 Spring 15 12+1 19
  8. 8. Challenges: HC perspective  fewer options (electives/courses that count toward the major)  difficult to accommodate all majors (SU has 10 ECS major tracks)  academic requirements abroad (mandatory language, homestays)  local professional culture and different pedagogy  specialized needs (recitations, labs)  strict requirements, rigid curriculum, sequential courses  pressure to have all students graduate in 4 years  costs and financial restrictions  timing (summer students miss recruiters at career fairs)  direct placement options discouraging  language barrier
  9. 9. Challenges: SA perspective  less pedagogical freedom and specific needs (copyright)  contractual uncertainty for professors  typical challenges for SA students Travelling Limited library/academic resources Smaller group of peers Anxiety loaded Language barrier “Being thrown into a different system of teaching that I wasn’t prepared for” “Creating new friend groups and getting to know everybody” “Balancing work and having fun”
  10. 10. Benefits  response to increase of companies with branches in many parts of the world  improvement of soft skills and cross-cultural competency  professionally more desirable candidates for future positions (not just in STEM)  development of personal networks  increased self-confidence  options for internships  small classes  if offering is embedded, no missed opportunities for students  more focus for students to improve time management and financial planning  response to competition between US and non-US Students: “The independence and sense of self that I gained from traveling alone and seeing so many new places, cultures and worlds”
  11. 11. What helped - Building the study abroad experience into the curriculum - Team work between HC and SA - Monitoring - Mentoring system with HC colleagues for SA instructors - Customized field trips and site visits
  12. 12. #Takeaway #STEMAbroad  Mentoring system  Team work (multicultural)  Predicted increase of STEM demand in study abroad  Though # of STEM students abroad is growing, it is still a small proportion  Study Abroad as an option to respond to US job market internal competition  Destination abroad does not need to be directly tied to field of study  Study abroad experience to be built into the curriculum  Study abroad responds to growing complexity in the job market
  13. 13. Questions & Discussion

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