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Growing complexity and magnitude of the challenges facing humanity require new ways of understanding and operationalizing solutions for more healthy, sustainable, secure, and joyful living. Developed almost contemporaneously but separately, the National Academy of Engineering's 14 Grand Challenges (GCs) and United Nation’s 17 Sustainable Development Goals (GCs) describe and call for solutions to these challenges. During the 2017 meetings for the UNESCO Kick-off for Engineering Report II in Beijing, the Global Grand Challenges Summit in Washington, DC, and the World Engineering Education Forum (WEEF) in Malaysia, we expanded our work to include international perspectives on ways that the GCs and SDGs could be more strongly connected. Within this context we ask, "How can educators integrate best practices to nurture and support development of globally competent students who will reach the goals as the Engineers of 2020?" and "How can connectivity and alignment of curricula to the GCs and SDGs foster students’ development?" Conclusions from the UNESCO’s meeting were that educators and stakeholders still have much to do with respect to sharing the 17 SDGs with engineering audiences around the world. This conclusion was reiterated at WEEF when an informal poll among participants from around the world revealed that knowledge of both the GCs and the SDGs was not as wide-spread as we had initially assumed. There were several engineering educators who were learning about both of these constructs for the very first time. This led to concerns posed by students participating in the Malaysia conference as part of the Student Platform for Engineering Education Development (World SPEED). The student teams from India, Colombia, Brazil, and Korea acknowledged potential disadvantages associated with learning in the environments created by educators unequipped with knowledge of topics covered by the GCs, and the SDGs. The students were further concerned that their faculty and mentors would not be able to create educational environments that allow for development of intentional learning and conscientious projects associated the GCs and SDGs. The report here will discuss ways that the GCs and SDGs are driving international conversations about engineering curricula, diversity and inclusion, and partnerships for the goals. 

Opportunities to participate in international engagement experiences broaden students’ perspectives and perceptions of real world problems. A strong sense of “global engineering identity” can emerge when students are part of international teams that consider solutions to humanitarian challenges. To encourage retention in engineering among undergraduate and graduate students from underrepresented groups, a multi-campus team of faculty and administrators developed a plan expose students to humanitarian engineering perspectives within global contexts. Through a federally-funded program, the leaders took students to international conferences that fostered global team-based approaches to the National Academy of Engineering’s (NAE) 14 Grand Challenges, and the United Nations’ 17 Sustainable Development Goals (SDGs). Students attended international conferences on three continents in 2016 and 2017. The conferences introduced students to the NAE’s Grand Challenges in plenary sessions, and the SDGs in smaller group sessions, with a charge to transform the world. Students from across the globe developed action plans to potentially address problems within their communities. Students were encouraged to consider real-life scenarios of their choice that could be further refined and potentially implemented upon return to their home countries. The structure of the small group sessions allowed students to be members of an international team, agree upon a problem to tackle, conduct early research, and propose a concrete path toward addressing one of the SDGs. Data for this project was collected through crowd-sourcing, using online student reflections. Students blogged throughout a one-week period for each of three conferences. There were 28 respondents, across the three events. Content analysis was used to disaggregate data and group similarities. Data showed that the students from the federally-funded delegation demonstrated a clear need to assist the global community. They were particularly interested in working on problems related to industry innovation, infrastructure, gender equality, sustainable cities, and communities. Students realized that approaches to solutions could not be centralized to their own country, and that their proposals had to be feasible and logical for other parts of the world. As an example, challenges with bringing clean water to remote regions and approaches to sanitation required a need to take time to learn from peers from other countries. Students were asked to provide ubiquitous solutions to the problems. They were asked to consider themselves as part of the respective communities as a means of assessing the practicality of potential approaches. Students’ perspectives changed throughout the course of the conference, as they reflected on their ability to bring global contexts to their research. After participating in these conferences, students experienced a greater awareness of sustainability. They were also inspired to experience different cultures, cultivating greater appreciation for the need to engage with the international community when sharing research. The exposure to humanitarian engineering perspectives influenced global STEM identity, while appreciating disciplines outside of engineering, e.g, psychology, social behaviors. Further, students learned that strides can be made toward solving global problems when collaborations and relationships are formed and fostered.