The Internationalization of an Undergraduate Program Using Reciprocal Distance Education

The design and construction industries in the United States have become increasingly global and multidisciplinary over the last two decades. This emphasis will continue to expand even more rapidly in the near future. Undergraduate classes must be designed to reflect this tendency and introduce students to the tools and cultural diversity needed to compete in this environment in the future. This paper presents a model containing three distinct components for adding an international dimension to Architectural and Construction Science programs at Texas A&M University. The three components require varying degrees of commitment to an international dimension. The components are: 1) Insertion of an International Dimension at the Syllabus Level, 2) Integration of an International Dimension at the Curricular Level, and 3) Immersion in a Foreign Instructional Environment. The insertion and integrated components rely on the Internet and videoconferencing technology. These two components have come to be known as the “Reciprocal Distance Education Model.” The third component of the model is a blend of traditional study abroad programs with international internships and reciprocal student exchange programs.