This paper looks at the strategies of higher education
institutions in the U.S. which have successfully developed and implemented
models of international engineering education. It contains mini case studies of
seven leading engineering programs that have successfully "internationalized"
their programs. The case studies are built around three questions:
- How is international engineering education "rooted" at each of those
institutions, i.e. was it initiated as a top-down policy or a bottom-up approach
or somewhere from the middle?
- Did the initial idea come from the Social
Sciences, Foreign Languages, Engineering or through existing "work abroad" or
"co-op programs?" How did the program gain acceptance on campus?
- How is
International Engineering Education integrated into the curriculum? What is the
university strategy that allows for good student participation? How is an
international experience formally recognized by the university?