Downey et al. laid out a clear path of learning criteria and outcomes for global competence in their 2006 Journal of Engineering Education publication. We build on their work by integrating other disciplinary perspectives to expand upon the questions: "How can global competency be learned?", and "How can we assess it?" In this work-in-progress paper, we propose an expanded framework for global competence and identify the use of Fink's taxonomy of significant learning as a tool to consider how it can be achieved through careful design of classroom learning experiences. Drawing heavily from other models, our framework attempts to articulate the knowledge, skills, attitudes and experiences necessary for engineering students to attain global competency. The effectiveness of Fink's taxonomy of significant learning for the design of learning experiences that promote global competency is being tested through a unique international capstone design experience with a "quasi-control" group and a test group in which Fink's taxonomy will be used to target specific growth toward global competency. The ideas presented are derived from the international business community, cross-cultural research studies and engineering education research results. Assessment techniques and are also discussed in this work in progress.