Transcript Internationalizing the Engineering Curriculum Eric W. Johnson Dean, College of Engineering Valparaiso University • Private Comprehensive Institution in Northwest Indiana (1 hour southeast of Chicago) –

Internationalizing the Engineering
Curriculum
Eric W. Johnson
Dean, College of Engineering
Valparaiso University
• Private Comprehensive Institution in Northwest
Indiana (1 hour southeast of Chicago)
– Colleges: Arts and Sciences, Business, Engineering,
Nursing, Honors, Law
• Enrollment: 4,500 (72% Ugrad, 28% Grad)
• College of Engineering
– Exclusively undergraduate (Enrollment: 430)
– 25 Faculty in three departments
– Four Degrees (Civil, Electrical, Computer, Mechanical)
Internationalization in the CoE
• Wide-range of global opportunities for students
– Short-term programs
• Service-learning trips through capstone design course
• Engineers with Borders student chapter
– Semester programs
• Study Centers in Reutlingen, Germany, Cambridge,
England and Hangzhou, China
– Valparaiso International Engineering Program (VEIP)
• Five-year program (Engineering degree plus language
major)
• Year abroad with study and internship in native language
• Currently in Germany, Spain, France and China
• International student population at 12% and growing
Internationalization Questions
1. How do we support financing both for student
participation and curriculum internationalization?
– Grants to faculty for short-term program development
– Link summer short term trips to semester courses to relieve
extra tuition needed by students
– Need-based stipends for students to pay for study-abroad
travel
2. What are useful program formats for curriculum
internationalization?
– Must include a variety of options (short, semester, internship)
– Link programs to existing courses in curriculum
– Internationalization must be explicitly spelled out in
course/program learning objectives and strategic plan
Internationalization Questions
3. How do we achieve internationalization at home?
– University-level: International Student Integration Plan
– Integration in the CoE
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Academic Success Course (1-credit)
Mentoring program with domestic students
International tutors in the peer-tutoring center
Faculty development programs
– Lessons Learned:
• Develop relationships with institutions that have similar mission
• Infrastructure must be in place at academic unit level for
intentional international student integration
International Student Integration Plan
Freshman Year
Sophomore Year
Acquiring Language Skills
Adapting and Integrating
Junior Year
Acquiring professional skills
Understanding US culture & higher
education system - INITIATIING
SOCIAL INTERACTION
Adjusting and becoming well
informed, socially adept
international student
Acquiring and understanding
professional skills and seeking major
related experiences/activities
Early registration, int. orientation;
assessment/placement exam
Participating in organizations;
volunteering and service
learning; fraternities/sororities
Developing interview skills and
networking – Career Services
English Acquisition classes: GS 100,
Eng 101, Core 110; Special
tech/bus/law English classes
Continue honing English
language skills – Eng 200; GS 180
Continue honing language and
professional skills – Eng 300
Tutoring, Writing Center, Student
Mentoring Program, Conversation
partners/peer groups; GS 180; LRC
Language Resource Center
supplement
Participating in Friendship Family
and other community program
Participating and performing in
various on-campus social and
cultural events
Internships recommended for
skills in particular field
Senior Year
Looking at the bigger picture
Combining the new skills
acquired, with the professional
goals, to see the bigger picture
Senior int’l students
mentoring the first year
int’l students
Resume writing and networking;
On-campus employment
GIVING BACK TO THE
COMM/UNIVERSITY
Enhanced Student Mentor’s
Program
Planning for OPT – looking
for work opportunity…