Abstract:

This paper presents an international dual-degree study abroad student exchange program developed to enhance undergraduate engineering education through experiential learning, research-based learning, and cross-cultural academic collaboration. The program is based on an exchange partnership between a U.S. engineering institution and a German university of applied sciences, where students study abroad during their junior year and complete both a Capstone Design Project and an independent Bachelor Thesis while participating in the program. Through this integrated academic structure, students meet the graduation requirements of both institutions and earn two engineering degrees, combining project-based learning with independent research in an international academic environment.

The paper describes the program structure, curriculum integration, and the dual faculty advising model used to support students working across two institutions with different academic systems and expectations. Particular focus is placed on mentoring practices, coordination of capstone and thesis requirements, and strategies used to support student success in an international research environment.

Case studies and project examples are presented to evaluate the impact of the program on student learning outcomes, including research skills development, problem-solving ability, technical communication, self-directed learning, and global competence. The paper also discusses challenges related to advising, assessment, and academic culture differences, along with lessons learned and program improvements implemented over time. The results suggest that structured international dual-degree programs that integrate project-based learning and undergraduate research can significantly enhance student learning, independence, and preparation for global engineering careers.

Keywords:

Dual-degree, Study Abroad, Undergraduate Research, International Collaboration.