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?