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Global awareness is critical for preparing emerging engineers to work in the increasingly global marketplace, and US higher education institutions need to continue adapting by internationalizing their science and engineering programs. According to the Institute of International Education's Open Doors statistics, in 2005-06, fewer than 7,000 American engineers went overseas for study or professional development; nearly 90,000 came to the US for such purposes. 1 Focusing on the challenges and successes achieved by the Institute of International Education and its partners in building global competence in engineering across the United States, this paper will present best-practices to building global competence in US engineering departments. It will discuss the implications and benefits of incorporating international perspective in the course of American engineering education, present options available to existing engineering departments, and offer solutions to the problem of imbalance.

This chapter provides data and analysis of challenges and opportunities that students from China and U.S. host campuses present to each other as Chinese enrollments have expanded rapidly over the past decade. The creative responses of host campuses and communities offer some models for student service professionals to consider, and campuses also need to prepare for future shifts in student and faculty global mobility

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