BUILDING DESIGN EDUCATION: NEW CHALLENGES NEW OPPORTUNITIES Larry Shuman 1 , Matthew Mehalik 1 , Doris C.C.K. Kowaltowski 2 , Emilia Rutkowski 2 , Marina Sangoi de Oliveira Ilha 2 and Vanessa Gomes da Silva 2 (1) University of Pittsburgh, School of Engineering, Pittsburgh, PA, 15261, USA, 001-412-624-7245 email: mehalik@pitt.edu and (2 )State University of Campinas / UNICAMP, School of Civil Engineering, Architecture and Urban Design, Dept. of Architecture and Building, CP 6021, Campinas/SP, +55 019 35212390, e-mail:doris@fec.unicamp.br ABSTRACT This paper presents two examples of international engineering education programs (IRES, NCIIA) from an evolving collaboration between the University of Campinas, Brazil and the University of Pittsburgh, USA. These programs address learning objectives such as designing products that address sustainability principles, collaborating cross-culturally, conducting research internationally, developing skills for a globally competitive economy, exploring alternative energy processes, discovering industrial practices, and leadership in international settings. The programs address these objectives at the undergraduate level. The paper describes some of the key features of how each of these programs are in the process of bring designed, implemented, and evaluated as mini-cases of new curricular and research experiences, with a focus on lessons learned and recommendations for each of the programs. Finally, the paper will discuss different perspectives on what it means to address educational needs to meet the challenges of globalization, sustainability, and human dignity. How do different social, professional, and institutional perspectives affect the ways globalization and sustainability are represented, discussed, explored, and integrated into research, design, and learning experiences at the undergraduate and graduate levels? What are the similarities and differences between engineers and architectural students’ attitudes and knowledge in Campinas and Pittsburgh regarding these themes? How do these representations make a difference in internationally collaborative programs? How ought the design and research processes be modified to take advantage of the synergy and deflect any disconnects? Background Although engineering designers have focused on performance and price criteria for over a century, the growing recognition that the world’s resources are finite while its population continues to increase have led to a new criterion – sustainability – that now must be incorporated into the design process often as an objective, but always as a constraint. [8] Mihelcic, et al [9] have defined sustainability as “the design of human and industrial systems to ensure that mankind’s use of natural resources and cycles do not lead to diminished quality of life due either to losses in future economic opportunities or to adverse impacts on social conditions, human health, and the environment.” To them, environmentally conscious design has evolved from simple end-of-pipe treatment through