In this paper, activities of the American Society for Engineering Education towards transformation of Engineering education in the United States and the world are presented. Tomorrow's engineers must have skills that go beyond technical know how. They must be equipped with the knowledge and attitude to reduce vulnerability to human and natural threats, energy, environment, and urban infrastructure. They need to be able to function globally and work with professionals in other fields of sciences to create innovations in medicine and healthcare. The paper begins with some background information on the American Society for Engineering Education and continues with a description of several specific activities aimed at transforming engineering education.

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SEFI stands for Société Européenne pour la Formation des Ingénieurs (European Society of Engineering Education). This society, founded in 1973, is presented on the background of European educational tradition. SEFI is one of two European societies dedicated to the question of engineering education. For a long time, SEFI represented rather the western and northern part of Europe, while its sister organization IGIP (Internationale Gesellschaft für Ingenieurpädagogik-International Society for Engineering Pedagogy) concentrated on Middle and Eastern Europe. Nowadays, the two societies are working together and cover more or less all of Europe. SEFI's activities, outreach, links, projects, and prospects are described and characterized. SEFI is not just involved with didactical questions. The society also takes an active role in the shaping of the European landscape of engineering education being member or partner of in a number of societies and contributing actively to EU projects.

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Kosen is a type of higher education system established in the 1961 for training core engineers in the manufacturing industry. Kosen students are expected to acquire expertise and learn techniques or technology in area of engineering over 5 years from 15 years old to 20. In 2004FY National Kosen system is reformed one administrative institution (Institute of National colleges of Technology; INCT) and 55-Kokutisu Kosen (national college of technology). One of INCT aims is decided for education and research under the sponsorship, in alliance with, or in collaboration with other organizations. Therefore INCT and Kokuritsu Kosen are trying to do a lot of new activities of education reforming, research reforming and so on. Some Kokutsu Kosen is starting a new trial to international relationship in the cooperative education such as international internship or in the international education center for the promotion of educational exchange.

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In education to develop individuals with an independent mind, engineers are required not only to develop useful technologies, but also effectively promote safety, health, and welfare, while improving specialized skills with viewpoints: "What should I learn from this?" and "How should I employ this?". Therefore, we have proposed Ethics-Based Engineering (E.B.E), in which engineering judgments are made based on a sense of ethics. EBE allows engineers to have these viewpoints in learning specialized subjects, and helps them nurture an independent spirit.

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To foster engineers with creative power and to highlight the importance of technology, the Manufacturing and Engineering Design Center (known as cremo) at the Muroran Institute of Technology was established in 2006 and has remained active ever since. The center has two support groups and one research group, which all concentrate on monozukuri. The Education Support Group provides educational support for practical training classes on and off campus, technical support for pursuing student projects and making experimental apparatuses, technical manuals describing how to use and how to make things, and PDCA-conscious engineering design education related to monozukuri. The Regional Cooperation Group coordinates activities in cooperation with elementary, junior high, and high schools, bureaus, and industries especially in and around Muroran City, which include hands-on classes for pupils and children, workshop for visiting international students, and open seminars for local residents.

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The Department of Mechanical Engineering, Papua New Guinea University of Technology has been offering the program of Bachelor of Engineering in Mechanical Engineering to the students of Papua New Guinea and other South Pacific countries since the year of 1973. In order to produce competent graduates for both national and international labor markets, the curriculum has been revised several times in last few years. In the review conducted in 1995, some engineering subjects were replaced by other engineering ones that were considered more relevant and important to our students. Considering the fact that the majority of our students come from villages where they have little exposure to mechanical devices, the review in 2000 introduced two first year subjects designed to give students basic understanding of mechanical engineering. The review in 2002 was characterized by reducing contact hours of engineering subjects to accommodate subjects in the areas of business and management. A thorough curriculum review known as Curriculum Optimization Exercises is currently underway which emphasizes student centered learning. The systematic methodology of Quality Function Deployment (QFD) is employed in the exercises. The paper summarizes the curriculum reviews and analyses them against the accreditation criteria of the Accreditation Board for Engineering and Technology (ABET), USA.

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This paper is intended to develop the conceptual model of reflective collaborative work system in order to support the process for international cooperative project-based learning in engineering education. Project-based learning aims to engage student in their own learning and to develop the skills of problem finding, decision making, and problem solving. To accomplish to these goals, students pursue solutions to authentic problems collaboratively by asking and refining questions, debating ideas, making predictions, collecting and analyzing information, drawing conclusions, and communicating with others. As the various communication tools, especially internet related, support students learning processes and practice, more active and interactive learning activities are encouraged. To support project-based learning efficiently and effectively, well-designed learning and instructional strategies such as explicit goal establishment, scaffolding of the project, expert coaching, providing ample knowledge resources, active and various communication tools, and collaboratively embedded activities among students, are strongly recommended. The reflective collaborative work system to support project-based learning is composed of four supportive parts: work flow management, personal workspace, collaborative workspace, and collaborative reflection.

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Cooperative activities on engineering education between the Center for Innovation and Creativity Development, The University of Tokushima and the Center for Innovation of Education, Korea Maritime University are introduced. The interrelation of both centers has held by mutual visiting of teachers and students. Student's projects of Tokushima University and capstone design activities of Maritime University were introduced each other. The coalition is now planned to enlarge by the Asian Conference on Engineering Education to be held in October this year.

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As a continuation of an existing project between Kanazawa Institute of Technology (KIT) and Rose-Hulman Institute of Technology (RHIT), the project was expanded to include Asia University (AU) of Taichung, Taiwan. With three institutions' participation, the duration and intensity of interaction was increased. Project selection for student teams at all institutions was initiated several weeks earlier than usual, and mutual project selection across each institution was encouraged. In Spring 2008, a project pre-selection list was generated by student teams at KIT. From this list, faculty and student teams at each of Asia University and Rose-Hulman collaborated to select three projects from the initial list. The three projects were offered to a Senior Design section at Rose-Hulman, and one team of four students selected a related project to perform initial literature review and preliminary lab experimentation. The selected project was in the realm of solar energy performance. The pre-selection and down selection from the project list, and the project work from the Senior Design team, were new activities that had not been included in the four previous offerings of the course. Assessment objectives and data are discussed in this paper. The majority of the students that participated in the assessment poll indicate that taking the course reinforces their knowledge of the Design Process. Students also report that they are relatively comfortable in communicating engineering and design concepts to faculty and students from a foreign country.

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The economic and demographic growth in Asia has put increased importance to this part of the world whose contribution to the global community is vital in meeting global challenges. International cooperation in engineering education assumes a pivotal role in providing access to the frontiers of scientific and technological knowledge to the growing youths in the region. The thrust for advancement has been provided by the logic coming from the academic world itself, whereas expectations are high that the engineering education responds to challenges that are coming from outside the universities, such as environmental management, disaster management, and provision of common knowledge platform across disciplinary lines. Some cases are introduced in curriculum development that incorporates fieldwork and laboratory work intended to enhance the ability to cooperate. The new mode is discussed with focus on production, screening, storing/delivery, and leaning phases of knowledge. The strength of shared information will be enhanced through international cooperation.

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This paper provides an overview of the Joint MS Degree Program between Korea University of Technology and Education's (KUT) Mechatronics Department and Kansas University's (KU) Mechanical Engineering Department. Discussions were initiated in early 2005 which resulted in a formal agreement being approved by both parties in mid-2007. The Joint MS Degree Program is composed of 30 semester credit hours, equally split between the two universities, with the actual degree being awarded by the institution at which the thesis work is performed. Issues addressed during the development of this Joint MS Program included: <joint>___- versus <dual>___- degrees, institutional acceptance of the transfer of fifteen hours of credit for an MS degree, different admissions requirements and procedures for the two institutions, financial support of the students, faculty advisors at each institution, Graduate Directors at each institution, transcript acknowledgement of the Joint Degree, residency requirements, English speaking requirements/abilities, thesis publication allowances/requirements, and time zone differences for virtual meetings. These issues have been addressed, and the Joint MS Degree Program is functioning with a small number of students having taken advantage of the opportunity since the Program's inception. Future considerations are: growing the number of students in the Program, expansion to other Departments besides KU-Mechanical Engineering and KUT-Mechatronics, including other universities in the Program, expansion to a Joint PhD Degree Program, and stronger funding resources.

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AEESEAP is the acronym for the Association for Engineering Education in Southeast and East Asia and the Pacific. The Association was formed in 1973 with the support of UNESCO. During the 36 years of development, however, the economic situation drastically changed among the member countries and AEESEAP must seek for new approach to achieve the aims and goals established at the beginning. The Executive Meeting held in Tokyo in 2008 was a turning point to adjust the AEESEAP activities to cope with new development. This paper describes the historical review and possible future activities of AEESEAP.

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Internationalization is a very broad word that should be defined down into a very specific subject to a narrow perception meaning in order to understand. The word itself was used in this paper to discuss how the specific field of expertise can be unified, enhance and can be internationalizing for its further growth and development. "To make international or to place under international control" the mechanical engineering education is a very hard task, and working to this kind of vision needs strong dedications and hard works from the higher rank down to the lowest rank level. To create a continuous technical upgrading program for various fields of Education especially in Mechanical Engineering field, harmonious and strong relationship domestically and internationally must first to be established. The international relationship initiated by the College of Science and Technology of Nihon University (CST-NU) to Technological University of the Philippines (TUP) was historically reviewed in order to develop and acquire in-depth understanding and give emphasis regarding the importance of internationalization. The cooperation of these two foreign Universities gave way to the collaborations from academicians and industrialists in which gives an access to become open for global exchange that will help one another to produce qualitative and quantitative researches and to become competitive in facing the what we so called "unstoppable technology change" of upcoming future. This paper give focus to a specific program established by CST-NU cooperated with the abovementioned university and how they collaborate in order to internationalized the different area of education particularly in the field of mechanical engineering. Also examples of successfully internationalized Universities were introduced and described.

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It has become a development trend of International education that universities develop continuing engineering education, which provides various learning opportunities with high quality, meets requirements of renewing and enriching knowledge for people, and promotes higher education to enter into lifelong education system. Researching characteristic and professional development ways of university continuing engineering education has positive significance for building lifelong education system. Recently, continuing engineering education of Harbin Institute of Technology (HIT) developed programs which faced aerospace system and constructing industry. Based on theory and practice of continuing engineering education at HIT and careful analysis for characteristic and professional connotation, this paper studies establishing basis of characteristic and professional strategies, and reaches a conclusion that university continuing education will have more development space through enriching and improving characteristics of continuing engineering education according to social requirements, professionally operating and managing continuing engineering education according to market requirements, and increasing competitive strength and emergency abilities of continuing engineering education.

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E-Learning continues to be used as an educational tool in the US and Japan. However, there is still some debate about its educational effectiveness. The reason could be because e-learning does not always fit students' needs, which are diverse in today's society. Therefore e-learning should be devised in various ways, so that it is suitable to many learning styles. In this paper we discuss a problem based learning project that was carried out by student teams, as an educational trial in Metaverse. A student team in the US and one from Japan independently grappled with the same project in Metaverse. Their different approaches and results are presented and compared with each other. The US group seemed to be more skillful at carrying out functions in Metaverse than the Japanese students. However disregarding cultural differences, individuals from both Countries who preferred digital learning to the analogue style seemed to be satisfied with PBL in Metaverse.

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