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This work-in-progress research paper presents our experiences with a NSF-sponsored International Research Experiences for Undergraduates (IRES) program hosted by an a large land grant university in the United States. A major component of the program is implemented at an international laboratory in China. The lab has been established in 2010 as a collaborative research platform, for a large land-grant university in the U.S. and a public comprehensive university, to study the biosonar sensing and flight of bats from an engineering perspective. The lab has pioneered work on the diversity and dynamics of the structures (noseleaves and ears) that bats use to emit and receive ultrasonic pulses In addition, the lab has hosted research experiences for international (primarily U.S.) students and collaborative BS/MS and MS/PhD educational programs. In the last two years, two cohorts of IRES scholars completed the 10-week IRES program. In addition to research and technical experiences, the IRES students participated in several field trips and seminars and were exposed to Chinese culture. To better understand the impact of the program, students were invited to complete pre- and post-program surveys and a post-program interview. The surveys included cultural intelligence assessment, Global Competency Activity, and Sojourn Readiness Assessment. In addition, students answered a few open-ended questions about their technical and cultural experiences. In this paper, we first explain the history of the lab and its research and educational contribution to date. Then, we describe the IRES program and program evaluation measures. Finally, we focus on the influence of the program on students’ intercultural skills and present the assessment results. 

The kinematics of hipposiderid bats (Hipposideros pratti) in straight and level flight has been deconstructed into a series of modes using proper orthogonal decomposition, to determine the relative importance of each mode in the overall force dynamics. Simplified kinematics have been reconstructed using different combinations of modes, and large eddy simulations were performed to compare the forces generated for each case. The first two modes (0,1) recovered only 62% of the lift, and manifested a drag force instead of thrust, whereas the first three modes (0,1,2) recovered 77% of the thrust and, unexpectedly, even more lift than the native kinematics. This demonstrates that mode 2, which features a combination of streamwise and chordwise cambering and twisting during the upstroke, is critical for the generation of lift, and more so for thrust. Detailed flow analyses reveal that the leading edge vortex and the trailing edge vortex hold the key to understanding this phenomenon. Such reduced order modeling of bat flight could provide guidelines for designing autonomous micro air vehicles which require a detailed understanding of the associated forces for the preservation of structural integrity. 

Engineering work is becoming increasingly global in nature, making it essential that engineering students develop global competence [1], [2]. However, traditional global programs (e.g., study abroad) present challenges for engineering students who often have to fit such experiences within a highly structured curricular schedule. Further, study abroad can be a financial burden for many students who are already paying significant amounts to attend college [3], [4]. One type of global engineering program that has the potential to address these challenges are international research experiences, which typically take place during the summer and provide students with a salary. Research has suggested that such experiences can meaningfully influence students’ global competence [5], but few studies have explored how components of the experience may influence learning. This study compares two NSF-sponsored international research experiences for students (IRES) programs that send students to two different countries to identify differences in learning outcomes between the program participants. This work represents a collaborative effort among faculty members and graduate students from three engineering departments with the goal of creating research opportunities for students at various international sites using research-based educational practices. By understanding how context influences students’ learning opportunities, faculty developing such programs may select research locations more intentionally or offer supplemental programming for students to ensure they achieve all of the program’s intended learning outcomes.