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An increasingly global environment expects graduating Engineering students to perform, live and work across cultures. Most intercultural competence research and associated global engineering education is focused on developing the global engineering skill set through long-term travel experiences such as study abroad programs. These programs can be expensive from both a time and money standpoint, limiting the participation to more privileged members of a community, and are not scalable to support broader participation. This work-in-progress addresses this research gap by focusing on the development of the students’ global learner mindset without requiring extensive travel. The project will investigate four different global engagement interventions, including the use of engineering case studies, the intentional formation of multi-national student teams, a Collaborative Online International Learning (COIL) research project, and a community engaged project within a short course. These interventions can be used to develop a holistic global learner mindset and global engineering education approach to foster global competence in undergraduate engineering students. The four global engagement interventions will be grounded in the global engineering competency (GEC) theoretical framework and assessed for their ability to foster a global learner mindset in engineering students. A mixed-methods approach will be used to assess students’ global learner mindset and skill set. This research will use the Global Engagement Survey (GES), the Global Engineering Competency Scale (GECS) and specific questions developed by the researchers to evaluate improvements in the participating students’ global engineering skill set and answer specific research questions including: 1) To what extent can global competence be developed in engineering students through the use of the proposed global engagement interventions; and 2) what are the relative strengths of each of the proposed global engagement interventions in developing global engineering competence? Combined, these research measures will provide both an accurate picture of how each global engagement intervention impacts the formation of a global learner mindset in engineering education, and also its associated ability to develop and/or improve global engineering skills. The outcomes of this study will generate valuable knowledge to understand how each global engagement intervention impacts the formation of global engineering competence. In this work-in-progress study, the authors discuss the four global engagement interventions with specific learning objectives that have been mapped to the overall student outcomes for the project. These objectives have also been mapped to the GES and GECS instruments. Finally the faculty members have developed qualitative tools to augment the GES and GECS to identify the global engineering skill sets each intervention is generating. This paper lays the foundation before implementing the interventions and performing their associated assessments over the several subsequent semesters.
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This content will become publicly available on August 31, 2026
Decolonizing Relationships: Moving from an Empowerment to Agency Mindset in International Engineering Interventions
Given the complexity of global poverty and climate change, it reasons that engineering education has focused on “Engineers as Changemakers,” seeking to inspire engineers to tackle the world’s wicked problems. However, in practice, the desire for engineers to see themselves as changemakers eclipses the autonomy of local communities, especially in international interventions. By focusing on empowerment, engineers unintentionally reinforce themselves as the power and knowledge holders. Inspired from works by Robert Chambers and Paulo Freire, we propose a new mindset for engineering education that shifts the focus from engineers as changemakers to engineers as facilitators and consultants. In this framework, the local community is viewed as the changemaker, affirming them as the primary acting agent of their lives. We illustrate the impact of this mindset shift in practice through the analysis of two technological case studies, both of which follow non-governmental organizations (NGOs) seeking to make long-lasting change with community members. Although the explicitly stated intentions of both groups are very similar, the NGO in one of the cases seeks to affirm the agency of community partners, referring to them as experts and drivers of the project. Meanwhile, the NGO in the other case utilizes language of empowerment, referring to themselves as the educators and providers of sustainable practices and technology. The impact of these mindsets is illustrated through qualitative data regarding stakeholder relationships and the community’s response to each project. Through these case studies, we see that liberative and collaborative technical interventions require a reimagining of the relationship between the engineer and community. As engineering educators, we are responsible for challenging the
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- Award ID(s):
- 2212438
- PAR ID:
- 10623816
- Editor(s):
- na
- Publisher / Repository:
- Engineering Education for Sustainable Development 2025 Proceedings
- Date Published:
- Format(s):
- Medium: X
- Location:
- Engineering Education for Sustainable Development Conference 2025
- Sponsoring Org:
- National Science Foundation
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An increasingly global environment expects graduating Engineering students to perform, live and work across cultures. Most intercultural competence research and associated global engineering education is focused on developing the global engineering skill set through long-term travel experiences such as study abroad programs. These programs can be expensive from both a time and money standpoint, limiting the participation to more privileged members of a community, and are not scalable to support broader participation. This work-in-progress addresses this research gap by focusing on the development of the students’ global learner mindset without requiring extensive travel. The project will investigate four different global engagement interventions, including the use of engineering case studies, the intentional formation of multi-national student teams, a Collaborative Online International Learning (COIL) research project, and a community engaged project within a short course. These interventions can be used to develop a holistic global learner mindset and global engineering education approach to foster global competence in undergraduate engineering students. The four global engagement interventions will be grounded in the global engineering competency (GEC) theoretical framework and assessed for their ability to foster a global learner mindset in engineering students. A mixed-methods approach will be used to assess students’ global learner mindset and skill set. This research will use the Global Engagement Survey (GES), the Global Engineering Competency Scale (GECS) and specific questions developed by the researchers to evaluate improvements in the participating students’ global engineering skill set and answer specific research questions including: 1) To what extent can global competence be developed in engineering students through the use of the proposed global engagement interventions; and 2) what are the relative strengths of each of the proposed global engagement interventions in developing global engineering competence? Combined, these research measures will provide both an accurate picture of how each global engagement intervention impacts the formation of a global learner mindset in engineering education, and also its associated ability to develop and/or improve global engineering skills. The outcomes of this study will generate valuable knowledge to understand how each global engagement intervention impacts the formation of global engineering competence. In this work-in-progress study, the authors discuss the four global engagement interventions with specific learning objectives that have been mapped to the overall student outcomes for the project. These objectives have also been mapped to the GES and GECS instruments. Finally the faculty members have developed qualitative tools to augment the GES and GECS to identify the global engineering skill sets each intervention is generating. This paper lays the foundation before implementing the interventions and performing their associated assessments over the several subsequent semesters.more » « less
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