At Worcester Polytechnic Institute (WPI) a Global Perspective Program (GPP) has evolved that provides an international experience for most graduates. Currently more than half of WPI students travel internationally to do academic work. The GPP grew from the basic project-based educational structure implemented over 30 years ago. In this paper, we describe the structure and operation but will emphasize the multilevel assessment process used to understand student learning and improve the program. Although our specifics are related to technical education, our assessment design and implementation may be useful to a much wider audience.

Worcester Polytechnic Institute (WPI) has long embraced a project-based curriculum that now extends to the four corners of the globe. With established programs in Europe, the Far East, Latin America, Australia, the US and new initiatives in Africa, WPI provides opportunities for undergraduates to complete meaningful off-campus experiences. WPI offers students the freedom to complete degree requirements away from campus in a professional experience under the direct supervision of WPI faculty, an experience that is unrivaled by traditional international study abroad. The impact of successfully completing professional-level projects at remote locations is that students solve real-world problems while being immersed in a different culture. With over 350 students leaving campus this year and substantial growth predicted for the 2000-2001 academic year, students are recognizing the unique benefits of the Global Perspective Program at WPI. This paper will provide the rationale for the program and its place in the overall curriculum at WPI, a history of the program's formation, recruitment and training of faculty and the outcomes for students. Finally this paper will outline how the Global Perspective Program at WPI addresses some of the issues raised by ABET Engineering Criteria 2000.

Worcester Polytechnic Institute (WPr) has incorporated a project-based curriculum that now extends around the globe. With dynamic programs in Europe, the Far East, Latin America, Australia, and the US, WPI provides opportunities for undergraduates to complete meaningful off-campus experiences. WPI offers students the freedom to complete three different degree requirements away from campus under the direct supervision of WPI faculty. This experience is unrivaled by traditional international exchange. This paper will outline how the WPI addresses the issues raised by ABET Engineering Criteria 2000. It will focus on aspects of the program that are clearly connected to multi-disciplinary teaming, professional and ethical responsibility, communication competence, a real understanding of the impact of solutions in a global and societal context, knowledge of contemporary issues and the motivation for life-long learning. This paper will emphasize current initiatives with regard to outcomes assessment, risk management, and implications for the future.

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This panel willpresent three dvferent models of international engineering opportunities. Each of fhese universifies -Boston University. Chiversify ofRhode Island and Worcester Polytechnic Institute -has developed international opportunitiesfor undergraduate engineers that work within their respective curricula and offer an enhanced education 10 srudents who take advantage of the opportunities offered. This session will provide an understanding ofthe managemenf and logistical structure of each program, and how iffits into fhe respective curricula. Refurned studentsfrom each oftheprograms will be present as well.Index Terms -Global opporrunities for engineering students, international engineering education. BOSTON U m m DRESDEN ENGINEERING & SCIENCEPROGRAMThe Boston University Dresden Engineering and Science Program is designed for engineering students who wish to combine engineering course work in English with the study of German. It is further designed to fit neatly into engineering students' existing curriculum and requirements. ARer completing the intensive German-language and cultural-immersion course, engineering students will choose three out of five courses at Technische Universitat Dresden (TUD): Differential Equations, Electric Circuit Theory, Waves and Modern Physics, Principles of Biology and Linear Algebra. Students also take "The Social Nature of Technology". Boston University's College of Engineering approves all of these courses taught in English. Students also participate in field trips to research institutions, technical museums, and companies to offer insight into the history, the present, and the future of engineering technologies. German faculty teaches all courses. Upon successful completion of a semester, students earn 15 to 20 Boston University credits. This program is offered the spring semester only. UNIVERSlTY OF RHODE ISLAND'S I " A T I 0 N A L ENGINEERING PROGRAMThe International Engineering Program (IEP) is a distinctive academic program of the University of Rhode Island, which leads students to degrees in both engineering (B.S.) and a foreign language (B.A. in German, French or Spanish.) IEP students study language and culture each semester along with their engineering curriculum. In the fourth year of the five-year program, students complete a six-month internship with an engineering-based firm in Europe or Latin America.The majority of IEP students now precede this international internship as an exchange student at one of our partner universities, where they complete engineering and humanities course work in the target language. IEP students graduate with an excellent engineering background, with fluency in at least one language other than English, with strong cross-cultural communication skills, and with concrete engineering work experience under their belts. As of the May 2001, 162 students were enrolled in the program, with 109 in the flagship German program, 25 in the French program, and 28 in the Spanish programand the program continues to grow. Amazingly, 20% of all College of...