Engineering schools and colleges around the world have developed a variety of innovative models to train their undergraduate (post-secondary, tertiary) students and graduate students (post-baccalaureate, masters, doctoral) for global engagement. This chapter shares global student mobility models from Africa, China, Germany, India, Latin America, and the United States that are both internal to the
... [Show full abstract] curriculum, and external to the campuses. Collaborations between the leaders of the models throughout these featured regions have been fostered by engineering education organizations such as the Latin and Caribbean Consortium of Engineering Institutions, and the Global Engineering Deans Council, which connect through the International Federation of Engineering Education Societies and convene annually at locations across the globe. Collaborations formed during the convenings yielded promising practices that can be utilized by professors around the world as they create their own sustainable programs and learning opportunities to develop new generations of global engineers.
