In this practice paper, we propose a framework for integrating AI into disciplinary engineering courses and curricula. The use of AI within engineering is an emerging but growing area and the knowledge, skills, and abilities (KSAs) associated with it are novel and dynamic. This makes it challenging for faculty who are looking to incorporate AI within their courses to create a mental map of how to tackle this challenge. In this paper, we advance a role-based conception of competencies to assist disciplinary faculty with identifying and implementing AI competencies within engineering curricula. We draw on prior work related to AI literacy and competencies and on emerging research on the use of AI in engineering. To illustrate the use of the framework, we provide two exemplary cases. We discuss the challenges in implementing the framework and emphasize the need for an embedded approach where AI concerns are integrated across multiple courses throughout the degree program, especially for teaching responsible and ethical AI development and use.