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2.2. The internationalization of the curriculum: dimension of the academic program

The 14 criteria proposed for an internationalization of the curriculum of an engineering program or college,
contains among others the regulatory framework, the international communities of practice, the offer of global
teaching-learning scenarios, the multi, inter and curricular transdiciplinarity, Internationalization activities at home.
Each of these criteria of structure (25-28) and processes (29-38) are broken down into descriptors, which are listed
below:

25. Engineering program. The Engineering program includes internationalization as a commitment to global
challenges, the mission and vision have an approach to facilitate the IdC and the international paradigms of
the discipline have been reviewed including non-Western ones.
26. Global profile. The Engineering program defines a global professional profile thinking about the training
that the future demands. For global engineers it is desirable that the rigorous, creative and innovative
training be continued from the disciplines that underlie engineering, further progress is made in articulation
with other disciplines, the creativity / innovation / entrepreneurship chain is promoted, and a balance is
maintained. with the development of soft skills, especially those related to communication, intercultural
sensitivity, leadership, commitment and social responsibility and ethical performance. It also requires a
more active participation of engineers in the political life of countries to participate in economic and social
transformation [2].
27. Strategic plan. The strategic plan of the Engineering program or College includes internationalization as a
priority issue for the development of the institution and for relevant and cutting-edge training for its
students
28. Study plans. For the design of the curriculum, individuals from academia and professionals with
engineering international experience were involved. The plan allows flexible and individual learning paths
for the student. The curriculum organizes knowledge to facilitate the integration of various disciplines. The
total duration of the program is in harmony with the number of hours or credits required by international
engineering associations. The curriculum is designed by competencies in accordance with the
recommendations and studies of international organizations and accrediting engineering organizations such
as: International Federation of Engineering Education Societies IFFES/ Global Engineering Deans Council
GDC/ ABET/ Asociación Iberoamericana de Instituciones de Enseñanza de la Ingeniería- ASIBEI/
National Academy of Engineering (USA)/ American Society for Engineering Education ASEE / Institute of
Electrical and Electronics Engineers IEEE/ International Society for Engineering Pedagogy IGIP/ European
Society for Engineering Education SEFI/ The Latin American and Caribbean Consortium of Engineering
Institutions, LACCEI, African Engineering Education Association AEEA/ International Council on
Systems Engineering INCOSE.
29. Faculty plan. The annual Faculty Plan or academic agenda includes internationalization as a priority issue
for the training of its students, for research-theory-practice integration, for the construction of personal
learning networks and for participation in communities of practice.
30. Learning communities. The professors of the engineering programs actively belong to international
learning communities; faculty share the results and products of IdC in international academic events;
faculty are regularly invited to be professors in institutions of higher education abroad.
31. Learning scenarios. The engineering programs creates student-centered teaching scenarios to favor: i)
connective learning, ii) intercultural competencies, iii) international mobility, iv) the coordination of
undergraduate final projects with university professors abroad.
32. Educational Technologies. The engineering program has technologies, internet access with high bandwidth,
computers, tablets, learning platforms, which favor communication and connection between nodes of the
learning networks of administrators, faculty, staff, researchers and students.
33. Relationship with alumni. The engineering programs registers and maintains permanent contact with
alumni within the country and who are abroad, involves them in their learning networks and communities
of practice, offers them permanent training for the development of their global profile.
34. Nodes and networks. The engineering program is a specialized node with international recognition that
keeps its connections active with other similar programs in universities or institutions abroad with which