ENE Graduate Competencies

The School of Engineering Education (ENE) requires its graduate students to master certain competencies, and to demonstrate that mastery by creating and submitting a related portfolio prior to graduation. The aim of this Professional Competency Portfolio is to help you build and use what you’ve learned; think critically and reflect on your growth; communicate clearly in writing and speaking; show your engineering education skills; grow professionally; and apply what you know to design solutions to real problems.

Mastering each competency requires attention to principles that promote fairness in action; meeting people where they are; embracing a plurality of perspectives; and making space for everyone. Each competency listed below is followed by activities that can be used to demonstrate you have achieved an acceptable level of competence. A student's ENE coursework provides opportunities for developing materials for your portfolio. Competencies gained through prior education and/or experience also may be applied to the requirements, with appropriate documentation in the portfolio.

Competency #1 – Synthesize Knowledge: The graduate will read and synthesize educational literature, describe fundamental theories of human learning, and apply knowledge of human learning and effective pedagogy to the solution of practical problems in their field(s).

  • Write a critical literature review
  • Write a conference paper based on the standards of either a state, regional or national conference
  • Write a grant proposal based on published grant guidelines
  • Write a journal article based on the publication guidelines for a national or comparable journal
  • Write a project report based on a research project
  • Design and implement an instructional development project
  • Actively participate in the design and implementation of a course or a workshop and write a critical report

Competency #2 – Create Knowledge: The graduate will describe common research methods in their field(s), read and evaluate educational research, and apply research findings to the solution of practical problems in their field(s).

  • Conduct a mini-research project individually or collaboratively with peers or faculty
  • Conduct engineering education research
  • Develop instructional materials based on research findings and/or theory

Competency #3 – Communicate Knowledge: The graduate will communicate effectively in both oral and written formats, including the ability to communicate content from their field(s) through the design and delivery of effective teaching/learning activities that integrate content and pedagogy, adapt instruction and support services to all learners, and appropriately assess learning outcomes.

  • Present at one university, state, regional, or national meeting, class or colloquium
  • Present the results of an independent study project at the Seminar in Engineering Education
  • Submit an article to an appropriate journal
  • Explain problem solutions (i.e. serve as a TA for an engineering course)
  • Develop instructional materials that communicate information to diverse end users

Competency #4 – Think Critically and Reflectively: The graduate will develop a personal vision of inclusive educational practice, identify the relationship of their field(s) to the broader field of education, and critically evaluate theory and practice.

  • Prepare a critical and reflective paper on scholarly topics in engineering education
  • Prepare a constructive critique of a research design
  • Prepare a constructive critique of a current research theory in engineering education
  • Prepare a journal or reflective piece on one's growth in understanding of what it means to be a teacher (i.e. for an engineering or engineering education course)
  • Prepare a constructive critique on how to address equity and diversity issues in engineering education
  • Critique research design in engineering education

Competency #5 – Apply Engineering Education Principles to the Solution of Instructional or Curricular Problems: The graduate will analyze engineering education problems and, when appropriate, design, develop, implement, and evaluate appropriate solutions to those problems.

  • Identify and analyze learning and performance problems in engineering
  • Design and conduct an analysis of needs, learners, and context with attention to systemic injustices
  • Design plans and develop instructional interventions using appropriate strategies and techniques
  • Based on appropriate analyses, plan and create a unit of engineering science, problem-solving, or design instruction that specifically addresses JEDI concerns
  • Implement and evaluate an instructional intervention that is deliberately inclusive, equitable, and just
  • Conduct a formative evaluation of existing instruction
  • Design and implement assessments of human learning
  • Develop an evaluation plan for a project based on stated goals and recognized standards

Competency #6 – Demonstrate Engineering Skills: The graduate will have the capacity to function as an engineer in a traditional, non-­education area. This should include, to the extent possible, the knowledge and use of technology and tools for engineering practice and engineering education.

  • Pass a qualifying examination in a traditional engineering discipline
  • Pass the Fundamentals of Engineering Examination
  • Successfully complete appropriate courses in engineering fundamentals and advanced engineering topics or focused on engineering problem-solving and design

Competency #7 – Engage in Professional Development: The graduate will demonstrate the disposition for life-long learning and continuous professional development.

  • Participate in workshops and other professional development opportunities related to engineering education, including Safe Zone workshops, critical conversation training, and other similar offerings
  • Attend professional conferences related to engineering education
  • Take part in K-12 or higher education workshops

Competency #8 – Participate Actively in Professional Community: The graduate will identify communities of practice within their field(s) and participate within these communities.

  • Demonstrate in writing an understanding of and adherence to the discipline's professional code of ethics (e.g., cite sources, obey copyright law, follow human subject research protocols, not engage in discrimination)
  • Participate actively in state, regional and national professional organizations
  • Provide engineering related volunteer service to community
  • Conduct professional development workshops in engineering education
  • Conduct K-12 or higher education workshops
  • Publish a manuscript in a related journal
  • Participate actively in engineering outreach events
  • Leadership service to professional organizations

Competency #9 – Explain and Critique Education Policy: The graduate will demonstrate knowledge of educational policy issues. Students will demonstrate achievement of one or more of the following to satisfy this competency.

  • Serve on a department/school, college, or university committee
  • Attend local, regional, or national professional society meetings focused on education policy issues
  • Write a reflective critique on one or more education policy issues.

Competency #10 – Teach Engineering: The graduate will participate in a mentored teaching experience at the K-12 or higher level. The experience must be of significant duration and involve actual teaching of students. Students must be able to evaluate how curriculum, assessment, and pedagogy address the specific needs of all learners. The experience must also include formative and summative feedback (e.g. by peers, students, and faculty) and self-reflection. In addition, students enrolled in the Ph.D. program will be expected to develop and implement curricular materials as part of this experience.

  • Teach in a K-12 or higher education setting for a semester. PhD students would develop and implement materials for this experience.
  • Teach in a K-12 or higher education setting that involves multiple days in the classroom. Ph.D. students would develop and implement materials for this experience.
  • Develop and implement a workshop or short course.
  • Develop and implement a distance learning module or course.
  • Develop and implement an outreach activity based on engineering.

Approved: 10/5/2005
Revised: 8/19/2025