This paper offers and tests an approach to conceptualizing the global competency of engineers. It begins by showing that the often-stated goal of working effectively with different cultures is fundamentally about learning to work effectively with people who define problems differently. The paper offers a minimum learning criterion for global competency and three learning outcomes whose achievement can help engineering students fulfill that cri terion. It uses the criterion to establish a typology of established methods to support global learning for engineering students. It introduces the course, Engineering Cultures, as an example of an integrated classroom experience designed to enable larger num bers of engineering students to take the critical first step toward global competency, and it offers a test application of the learning criterion and outcomes by using them to organize summative assessments of student learning in the course.

This book, part of the IEEE PCS Professional Engineering Communication Series, is a thoughtful examination of the role of social justice in engineering education and practice.

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