(127c) Building Global Competence in Engineers: A Case Study of Short-Term Faculty-Led Programs in South America

As the demand for globally competent engineers continues to grow, short-term, faculty-led international programs present a valuable opportunity to integrate global learning into engineering education without the logistical and financial challenges of long-term study abroad. This case study investigates the pedagogical and programmatic strategies behind two such programs in South America, led by faculty from Northeastern University and the University of Houston. Both programs aimed to immerse engineering students in culturally diverse environments through short, intensive international experiences. By analyzing student-authored blog posts before and after their participation, the study employed a mixed-methods approach to assess growth in global competence, guided by the OECD Program for International Student Assessment (PISA) global competence framework. This framework evaluates four key pillars: critical engagement with global and cultural issues, appreciation of diverse perspectives, effectiveness in cross-cultural communication, and the ability to take informed, meaningful action. Findings reveal that even brief international programs can significantly enhance students' global awareness and intercultural skills, supporting the argument for expanding such initiatives—particularly in underrepresented regions like South America—within engineering curricula. These programs not only foster technical growth but also cultivate the holistic, globally minded engineers needed to address today’s interconnected challenges.