A systemic approach to global competency for engineers

Abstract

The purpose of this paper is to outline a systemic approach to global competency for engineers. Using quiz questions used in our Engineering Cultures course as a pathway into the problem of global competency, the paper begins by introducing the problem and briefly summarizing the learning criterion and learning outcomes for global competency presented in a forthcoming paper in the Journal of Engineering Education. That criterion calls attention to the importance of problem definition in engineering work. Building on the main elements of and lessons learned by NSF-sponsored systemic reform efforts in engineering education in place since 1990s, this paper outlines in detail the following aspects of systemic reform for global competency: 1) unifying visions and goals, including high standards for learning expected from all students; 2) a restructured system of governance and resource allocation, including a proposed new ABET criterion for global competency; and 3) alignment among all parts of the system, including hiring practices, modifications to engineering science and elective courses and textbooks, and accountability mechanisms. After reviewing several approaches to global competency, the paper concludes by asserting that "the ultimate success of methods for achieving global competency will depend both upon their integration across the full range of the engineering curriculum, including in engineering science courses, and upon widespread acceptance among engineering educators of the importance of giving as much weight and time to problem definition as is currently given to problem solving." © American Society for Engineering Education, 2006.