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The engineering profession should embrace a new mission statement—to contribute to the building of a more sustainable, stable, and equitable world. Recently, engineering students and professionals in the United States have shown strong interest in directly addressing the needs of developing communities worldwide. That interest has taken the form of short-and medium-term international trips through Engineers Without Borders—USA and similar organizations. There are also several instances where this kind of outreach work has been integrated into engineering education at various US institutions such as the University of Colorado at Boulder. This paper addresses the challenges and opportunities associated with balancing two goals in engineering for humanitarian development projects: (i) effective sustainable community development, and (ii) meaningful education of engineers. Guiding principles necessary to meet those two goals are proposed

Saudi student enrollment in U.S. colleges and universities has nearly tripled since 2009-2010, in large part due to the King Abdullah Scholarship Program. The representation of Saudi females is also increasing due to the loosening of Saudi Arabia's long-standing restrictions on women's travel and acceptable fields of study and careers. This constructivist study highlights some of the academic experiences of female Saudi graduate students at a Comprehensive Doctoral University in the western United States. Challenges related to students' insufficient English language skills, differences in their comfort levels interacting with American and Saudi men, positive relationships with both male and female faculty members, and generally positive feelings about their experiences at their university of choice emerged as themes within the data. The participants' varied prior experiences with mixedgendered educational environments led to differing levels of comfort with developing relationships with men.

The University of Colorado Boulder started its Engineering for Developing Communities Program with a graduate track in environmental engineering in 2004. Over the past ten years, the program has expanded to include undergraduate- and graduate-level certificates and involves approximately twenty percent of the graduate students within the Department of Civil, Environmental, and Architectural Engineering. This article describes the history and current status of our program including challenges and successes that have led us to where we are today. We briefly describe our undergraduate and graduate certificate curricula, share course descriptions and evaluation methods and results, highlight student employment outcomes, and reveal lessons learned. This discussion should prove useful to faculty and administrators, from department chairs to chief academic officers, who might be considering adding this type of program at a research-intensive university such as ours.

Boulder since 1989. She has also designed and taught multiple courses at the intersection of STEM and Humanities/Social Science, including Engineering in History, The History of Modern Science, and The History of Western Medicine. All of her courses use texts from many disciplines, nations, and eras to bring students to self-knowledge through encounters with the Other. (This is most obvious in her latest new course, A Global State of Mind.) Whatever the subject, her courses are grounded in accountability-to the text, to oneself, and to one's fellows.