Colleges of Engineering have increasingly emphasized the importance of engineering students obtaining professional skills relating to global readiness. This paper describes progress in a cross-sectional, longitudinal study to examine the impact that a College of Engineering at a large, mid-Atlantic public institution has on students' global readiness and related constructs. Data were collected from first-year and senior undergraduate engineering students for two years (2012-2013 and 2013-2014). Research questions examined: 1) previous international experiences of incoming students, 2) international experiences that undergraduates have during their academic careers, 3) students' perceived value of global readiness, 4) activities students perceive to be most impactful on global readiness, and 5) the impact of international experiences on students' cultural dispositions. Results showed that a large proportion of both incoming and senior students have had international experiences. While seniors perceived themselves to be more globally ready, first-year students rated themselves more highly on items relating to the professional importance of global readiness. Senior students felt that interacting with international students in their courses most strongly impacted their global readiness. Students who studied or worked abroad had stronger perceptions of their global readiness and more positive cultural dispositions. Implications of the results for engineering education are discussed.
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