indicate successful performance in the 21st century globalprofessional engineering environment. This is critical, given the nature of the instrument, as weposit that high scores on the EPS Rubric will suggest high performance in engineeringprofessional skills in the global workplace.Table 6. Questions to Examine Validity Evidence (adapted from Moskal & Leyden 25 ) Content Construct Criterion • Do the rubric’s criteria • Are all of the • How do the scoring rubric’s criteria address any extraneous important facets of reflect competencies that suggest content? the intended construct success on related or future • Do the
Global Engineering Competencies and CasesWhether working on multi-national project teams, navigating geographically dispersed supplychains, or engaging customers and clients abroad, engineering graduates encounter worlds ofprofessional practice that are increasingly global in character. This new reality poses challengesfor engineering educators and employers, who are faced with the formidable task of preparingengineers to be more effective in diverse global contexts. In response, more global learningopportunities are being made available to engineering students, as reflected in gradual yet steadyincreases in the number of global engineering programs and participating students.1 Manycompanies are also offering professional development