Calls for increased international competency in U.S. college graduates and the global nature of the renewable energy industry require an exploration of how to incorporate a global perspective in STEM curricula, and how to best develop faculty providing them with global knowledge and skills necessary to update and improve existing teaching practices. To expand awareness of the global renewable energy sector, a cohort of renewable energy educators from across the United States participated in two international learning exchanges to Australia/New Zealand and Germany/Denmark. The exchanges provided opportunities for the participants to meet with technical educators, visit teaching labs, review industry partnerships, talk with policy makers and government representatives, and to share knowledge and best teaching practices. Three years after the initial international exchange, participant data was collected to measure the extended impact of the experience and the perceived value of various