Bohn, J. H., & Hampe, M. J. (2012, June), Lessons Learned with Transatlantic Undergraduate Engineering Dual Degree Program   Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21653

\bibitem{asee_peer_21653}
  Bohn, J. H., \& Hampe, M. J. (2012, June), \emph{Lessons Learned with Transatlantic Undergraduate Engineering Dual Degree Program }
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21653

Jan Helge Bohn and Manfred J. Hampe.  "Lessons Learned with Transatlantic Undergraduate Engineering Dual Degree Program ".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21653 Internet.  12 Jan, 2025

\bibitem{asee_peer_21653}
  Jan Helge Bohn and Manfred J. Hampe.
  "Lessons Learned with Transatlantic Undergraduate Engineering Dual Degree Program ".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21653 Internet.  12 Jan, 2025

@INPROCEEDINGS{asee_peer_21653
author = "Jan Helge Bohn and Manfred J. Hampe"
title = "Lessons Learned with Transatlantic Undergraduate Engineering Dual Degree Program "
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21653}
number = {10.18260/1-2--21653}
}

TY  - CPAPER
AB  -                        Lessons Learned with Transatlantic                 Undergraduate Engineering Dual Degree ProgramThe engineering economy is growing increasing global. Future engineers can expect to routinelybe called upon to work effectively with colleagues abroad that define and approach problemsdifferently from how they do. Yet, only 1.36% of US undergraduate students ever have a credit-bearing education abroad experience, and most of these students earn these credits during a briefexcursion abroad while guided by a US professor. A few progressive universities such as PurdueUniversity and the University of Rhode Island enable their students to spend two semestersabroad: one semester of coursework using a foreign language, and one semester of industryinternship. The departments of mechanical engineering at Virginia Tech (USA) and TechnischeUniversität Darmstadt (Germany) have taken this concept one step further with a full year ofengineering coursework abroad in a foreign language, culminating with the studentssimultaneously earning two bachelor of science degrees in the field of mechanical engineering;one from each university. This program has been steadily growing since the first studentgraduated in 2009, and approximately 35-45 students are expected to spend their 2013-2014senior year abroad. The program has been designed to be effectively cost-neural for the studentsso as to not necessitate scholarships or subsidizes. This is essential for program scalability.Students can commence learning German as late as their second semester junior year withoutadding time to graduation. This paper will discuss lessons learned while developing andevolving this dual degree program. This includes the design of the German language andengineering attitude acquisition process necessary to enable US students to successfully competein the German engineering classroom. It also includes lessons on the importance of curricularredesign to conform to the Bologna process to enable international dual degree compatibility,examining as such both successes and failures in this regard.
AU  - Jan Helge Bohn
AU  - Manfred J. Hampe
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Lessons Learned with Transatlantic Undergraduate Engineering Dual Degree Program 
UR  - https://peer.asee.org/21653
DO  - 10.18260/1-2--21653
ER  -