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Recently, there has been a significant push to prepare all engineers with skills in sustainability, motivated by industry needs, accreditation requirements, and international efforts such as the National Science Foundation's 10 Big Ideas and Grand Challenges and the United Nations' Sustainable Development Goals (SDGs). This paper discusses a new toolkit to enable broad dissemination of vetted tools to help engineering faculty members teach sustainability using resources from the Engineering for One Planet (EOP) initiative. This toolkit is to be used as a mechanism to engage a diversity of stakeholders to use their voices, experiences, and connections to share the need for national curricular change in engineering education widely. This toolkit can foster the integration of sustainability-focused learning outcomes into engineering courses and programs. This is particularly important for graduating engineers at this crucial time when we collectively face a convergence of national- and global-scale planetary crises that professional engineers will directly and indirectly impact. Catalyzed by The Lemelson Foundation and VentureWell, the EOP initiative provides teaching tools, grants, and support for the EOP Network --a volunteer action network-- comprising diverse stakeholders collectively seeking to transform engineering education to equip all engineers with the understanding, knowledge, skills, and mindsets to ensure their work contributes to a healthy world. The EOP Framework, a fundamental resource of the initiative, provides a curated and vetted list of ABET-aligned sustainability-focused student learning outcomes, including core and advanced. It covers social and environmental sustainability topics and essential professional skills such as communication, teamwork, and critical thinking. It was designed as a practical implementation tool -- rather than a research framework -- to help educators embed sustainability concepts and tools into engineering courses and programs at all levels. The Lemelson Foundation has provided a range of grants to support curricular transformation efforts using the EOP Framework. With support from The Lemelson Foundation, ASEE launched an EOP Mini-Grant Program in 2022 to engender curricular changes using the EOP Framework. The EOP Network is working to extend the reach of the Framework across the ASEE community beyond initial pilot programs by implementing an EOP Toolkit for EOP Network members and other stakeholders to use at their home institutions, conferences, and informative workshops. This article describes the rationale for creating the EOP Toolkit, the development process, content examples, and use scenarios. [ABSTRACT FROM AUTHOR]

The Engineering for One Planet (EOP) initiative is spearheaded by The Lemelson Foundation and VentureWell. The EOP framework was developed through a collaborative process that engaged hundreds of stakeholders from industry, government, and academia. The framework aligns with ABET Criterion 3 Student Outcomes and the United Nations Sustainable Development Goals (SDGs). The goal of the EOP framework is to help guide the curricular changes needed to ensure that every engineer has the knowledge, skills, and attitudes needed for sustainable engineering practice. The framework consists of 43 core outcomes centered around the concept of systems thinking. The framework is grouped into nine subcategories of systems thinking, communication and teamwork, environmental literacy, responsible business and economy, social responsibility, environmental impact measurement, materials choice, design, and critical thinking. The ABET Civil Engineering Program Criteria (CEPC) requires that students be able to "include principles of sustainability in design." Furthermore, ABET Criterion 3 Student Outcomes includes several outcomes related to sustainability. For example, Outcome 4 requires students to be able to "consider... global, economic, environmental, and societal contexts." Villanova University was awarded a grant to pilot the EOP framework. To integrate the EOP framework as rapidly as possible a faculty workshop was developed. This workshop has been delivered twice to cohorts of eight faculty each during five half-day sessions. These faculty have addressed twenty outcomes and assessed seven. At the time of writing, EOP outcomes have been included and assessed in three courses: two required undergraduate courses and one graduate level course. Assignments, group projects, and exam questions were used to assess the achievement of selected EOP outcomes. This paper will present an introduction to the EOP framework, a summary of the approach taken to rapidly integrate the EOP framework throughout the curriculum, a description of how the EOP outcomes were included in and assessed in several civil engineering courses, and the next steps in EOP implementation in the Civil and Environmental Engineering Department. The goal is to provide a snapshot of where this program is in the implementation of the EOP as well as the approach taken to rapidly implement the EOP. [ABSTRACT FROM AUTHOR]

In Baylor University's Mechanical Engineering program we have a required materials engineering course taken during the junior year. This paper describes two sustainable materials engineering modules that were added to this. Active learning techniques were used to introduce these topics. This project focused on using an Entrepreneurial Minded Learning (EML) approach to the materials course. [ABSTRACT FROM AUTHOR]

Sustainability as a multidisciplinary concept has been introduced and developed for over twenty years, and its principles have been well recognized by engineering professionals, especially in environmental-related fields. However, it remains challenging for most engineering educators to engage students with such a concept in their traditional technical courses. It is even more challenging to prepare students for integrating the sustainability principles into their engineering design process since it requires knowledge, training and practice. In our engineering program, senior engineering students are required to prepare their senior design proposals in a fall semester and complete the project in the following spring semester. The topics of senior design projects are chosen by students, not professors. Since last year, each team is required to evaluate the project from a sustainability point of view in the final report. Accordingly, a new approach is proposed in this paper to enhance students' understanding of sustainable engineering design principles and to help them synthesize sustainability concepts already introduced in previous courses. This new process starts right after the students select the project topic and form in teams. A six-factor table proposed by Pawley et al. is introduced to the students. This framework is used to evaluate an engineering project at the early stage on six factors, i.e. systems, time, energy, modeling, people and scale. Each team uses the framework as an anchor to identify the sustainability related opportunities and potential issues with the topic the team selects. Then an integrated sustainable engineering design process is adopted which includes eight more tasks in addition to the thirteen tasks required in a traditional engineering design process. Consequently, each team is required to develop a sustainable engineering design flowchart that specifically ties to the team project. For an assessment purpose, pre- and post- anonymous student surveys are developed and implemented. The results on Likert-scale and multiple choice questions are analyzed and discussed. [ABSTRACT FROM AUTHOR]

A framework for an active learning summer program for middle school students is presented along with survey instruments and pre and post program data regarding student attitudes and awareness of sustainable design issues and career motivation in the field. This summer program was designed to attract students, especially from underrepresented groups, into early motivating experiences in the engineering fields and to increase their awareness of concepts and careers in renewable energy, and green engineering design principles and technologies. Twenty-four middle school students from a low social economic school district were provided the opportunity to experience many state-of-the-art engineering technologies at the university's school of engineering and to learn from a diverse group of knowledgeable mentoring faculty. In the week - long program, students were involved in hands-on engineering and renewable energy activities appropriate to their age and knowledge. Topics covered included: the engineering design process, CAD solid modeling, 3D printing and water jet cutting, hands-on assembly, renewable energy resources for homes, sustainable site selection, and water efficiency principles. Using project- based learning, student teams participated as designers of their own green home models by integrating their learning of renewable energy use, conservation practices, and appropriate design and material selection. Pre and post surveys revealed increases in student awareness of general engineering and renewable energy concepts as well as increased interest in pursuing engineering careers. [ABSTRACT FROM AUTHOR]

While post-graduate sustainable programs have been very well developed in universities, until recently, baccalaureate education in sustainability has been largely underrepresented. With the success of the post-graduate programs in a wide range of individual sustainable development areas, such as environmental sustainability, sustainable manufacturing, infrastructure sustainability, etc. the time seems appropriate for creating a baccalaureate program in Sustainable Systems Engineering (SSE) which can form a pipeline of students educated from a systems perspective in sustainable engineering practices that will feed into post graduate programs, as well as fill a need in government and industry. The baccalaureate SSE will focus on more general and multidisciplinary areas of sustainable engineering systems to prepare students for future sustainable development challenges. This paper studies three major aspects of the development of the baccalaureate SSE program at the Metropolitan State University of Denver: (a) Necessity of SSE, (b) Objectives and (c) Curriculum Development. [ABSTRACT FROM AUTHOR]

Currently 2.5 billion people, over one third of the Earth's population, are affected by water scarcity and are without sanitation. The majority of humanity is concentrated in coastal communities: approximately half of the world's population lives within 200 kilometers of a coast. In many developing countries, raw wastewater is discharged into coastal waters without being treated, in the belief that these discharges do not significantly affect the environment. In reality, these contaminants not only threaten human health, but also often contribute to the loss of marine animals which local peoples often rely on for food and income. In the future, continuing population growth and economic development will increase the demand for water and the severity of pollution. There is a clear and overwhelming need for sanitation and water purification in developing coastal communities, but it is not afforded by conventional, energyintensive and chemically-intensive water treatment or fossil-fuel-based energy systems. In highpoverty equatorial coasts, the stable temperatures, steady winds, and predictable solar input greatly facilitate sustainable practices for water treatment and energy production. We have recently begun to develop a new cross-disciplinary program in Sustainable Engineering at our university that empowers coastal communities in the Caribbean to improve their quality of life and protect their natural resources. In this program, senior-level engineering courses train undergraduate and graduate students to design and deploy ecologically-designed wastewater treatment plants with renewable energy systems in collaboration with faculty-led research teams and community participants. These courses are strategically designed to be training and recruitment tools to help prepare the local student chapter of Engineers Without Borders (EWB) for the project, and to provide students at all levels with challenging, immersive, hands-on experiences that augment their research and education in sustainability. This work is significant because it is one of the first international, multi-disciplinary programs in Sustainable Engineering in North America, and utilizes a student outreach organization (EWB) to mobilize the resulting efforts to engage developing coastal communities with the assistance of practicing engineers. The longevity of this program is supported through cross-disciplinary research, course development, and mentoring of EWB projects containing interdisciplinary, multi-component systems. Future partnerships in the areas of wind energy, coral reef resilience, food systems science, economic development, and eco-tourism are planned to further enhance the program. [ABSTRACT FROM AUTHOR]

Environmental and sustainability problems are not purely technical problems. Many of the most pressing issues, such as climate change, resource scarcity, and pollution, require holistic approaches that go beyond technical systems analysis and optimization. Such problems have been called wicked sustainability problems (WSPs) because they are highly complex, contested, and lack definite solutions1,2. Engineering education has the potential to play an important role in preparing students to contribute to deal with problems such as WSPs3,4. To be able to contribute in this way, students need to develop an ability to holistically and integratively understand and address WSPs while considering the normative context of sustainable development (here called WSP literacy). However, common practice in engineering education more commonly prepares students to address well-structured and tame rather than wicked problems5,6. One reason may be that working together to develop complex competencies such as WSP literacy is challenging for students as well as educators. Wiek, Withycombe, and Redman suggest that formulating and operationalizing intended learning outcomes (ILOs) for complex competencies can facilitate this difficult process and thus improve engineering education practice4. In this paper, we provide a preliminary matrix of 22 concrete ILOs for WSP literacy, as well as two different approaches to assessing (some of) them in engineering education. We expect that engineering educators will find these ILOs and assessment strategies valuable for adopting a constructive alignment approach for WSP literacy in their teaching. [ABSTRACT FROM AUTHOR]

The article demonstrates the use of cmaps for assessing student sustainability knowledge, to aid in the design and evaluation of strategies for incorporating sustainability into engineering curricula. Topics discussed include the case study conducted to quantify the sustainability knowledge of civil and environmental engineering (CEE) seniors at the Georgia Institute of Technology using cmaps and the differences in sustainability knowledge between civil and environmental engineering majors.

In the last decade, sustainable building and green construction practices became an important part of construction industry. The importance of this trend is reflected in higher education with the introduction of sustainable practices into construction curricula. There are several different methods of delivering sustainability content including stand-alone lecture courses, structured discussions in various construction courses, and a broader coverage of concepts across the curriculum. However, these methods are usually limited to a face-to-face lecture format because of the type and depth of the content. Case studies may be presented to demonstrate the application of the concepts, but the focus quickly shifts to a lecture format especially when codes, standards, and rating systems are to be covered. Attracting and maintaining student interest becomes a challenge under these circumstances. This paper presents the use of online assessment and collaborations tools for a sustainable building practice course to enhance the student learning experience. The tools that were implemented for this course included online quizzes and exams, instructor led digital discussion boards, and student led group sign-up and digital discussions. A simple survey was conducted at the end of the course to measure the effectiveness of the online tools and the students' perception of the online activities. Instructor's experiences and observations on the formation and maintenance of the system are also included in the paper. [ABSTRACT FROM AUTHOR]

Wicked problems are characterized as problems that lack a conclusive formulation, have numerous stakeholders, and have responses rather than solutions. Many technical sustainability problems show elements of wickedness (e.g. climate change, infrastructure, urban planning). Exposure to wicked problems during a student's undergraduate education is both critical and challenging. As a response to instructional barriers in this area, Engineers for a Sustainable World has developed the Wicked Problems in Sustainable Engineering (WPSE) Initiative. In this paper, we demonstrate the need for and feasibility of a cross-campus initiative that introduces students to sustainability and wicked problems and provides students the opportunity to work through small components of wicked problems in design teams. We present the program design along with the results of a pilot year of the WPSE course offerings at two universities that participated during the fall of 2013. Both courses had student teams design responses to root causes of air pollution as a central project. Results of pre- and post- surveys of student attitudes towards sustainability and professional practice, as well as critical design reviews spaced throughout the semester, are presented to demonstrate our pilot results. As WPSE prepares for its second year with a larger number of colleges and universities, we discuss lessons learned and suggested changes for future offerings. [ABSTRACT FROM AUTHOR]

Equipping engineering students with the skills and knowledge required to be successful global engineers in the 21st century is one of the primary objectives of undergraduate educators. Enabling students to practice self-directed learning, to find solutions to design problems that are sustainable to the application requirements, to have appropriate skills and knowledge, as well as the familiarity of the modern software packages, tools and equipment used in today industries are major goals of all engineering or engineering technology programs. This paper presents how the uses of HOMER (Hybrid Optimization Model for Electric Renewable) software package can be a valuable tool for renewable energy education (design, modeling and analysis of renewable energy systems). However, today there are quite a few programs for the renewable energy design, analysis and modeling. Some of them are more complexes, others user-friendlies, while others too simple. Here, this software package has been considered to have all the features and tools necessarily to make a good option, while being not too complicated and complex for undergraduate engineering or engineering technology students with limited or not previous knowledge in the areas of renewable energy systems. HOMER optimization software package can be used for design, model and analysis to determine the optimal architecture, structure, size and control strategy of the hybrid power system. It can perform comparative economic and modeling analysis on a distributed generation power system in order to get the best solution in terms of cost, performances, size and structure. Several educational modules were developed, are in process or planned to be developed. The first developed module is about how to use, interact and understand with HOMER software package. Other modules are focusing on how design, analyze and optimize hybrid power systems (implying various combinations of wind, solar, fuel cells and batteries). A module underway to be developed is one that can be considered as a guide on how to use renewable energy to secure a sustainable grid. The paper is also discussing the technical skills gained by students using the software HOMER package. Finally by using HOMER students have exposure to non-technical engineering skills, such as economic feasibility, logistic and decision on hybrid power systems. We are hoping the materials presented herein can be used as the starting point for other instructors considering the use of HOMER package as teaching help, design and analysis tool in renewable energy courses. [ABSTRACT FROM AUTHOR]

Teaching sustainability in engineering curricula fulfills ABET 2000 Outcome 3c1 as well as the codes of ethics of, ASCE2, ASME3, and NSPE4. The authors have investigated the use of sustainability concepts of the Leadership in Energy and Environmental Design (LEED) criteria and have applied principles to several undergraduate research projects and in coursework. LEED is an optional sustainability guideline in private construction and is mandated or encouraged by many federal, state, and local governments for public construction projects. Learning about sustainability will help engineers understand how their creations will interact with and operate in a more complementary manner with the natural world as well as to reduce water, energy, and material usage. Sustainability has been implemented in the engineering curriculum, particularly in courses such as capstone senior design, thermal-fluid system design, and engineering research. The projects implemented in those courses were selected in such a way to establish an in-depth understanding of sustainability through analytical and experimental studies, and to build environmentally friendly and energy efficient systems. Some of these projects include: design of an active solar distillation system for purification of wastewater produced in rural agricultural processing facilities, experimental studies on prototype green roofs to investigate the effects that soil type and soil moisture level have on the thermal performance of a roof, design and construction of a three-stage wind tower with a bypass system for indoor cooling in rural dry and hot climates, and design of an outdoor civil engineering instructional laboratory. These projects will be discussed in brief in this paper and future guidance on applications of sustainability in the undergraduate civil and mechanical engineering curriculum is discussed. [ABSTRACT FROM AUTHOR]

A "Green Techfacturing" three-day camp for middle school students to promote awareness of sustainability and STEM education was conducted during the summers of 2012 and 2013. The camp included half-day hands-on learning activities and half-day field trips to local manufacturing facilities. The principles of green engineering that have been implemented in local facilities are emphasized during these facility tours. This paper will discuss and demonstrate how the Chesapeake Bay Foundation's water report card is used to discuss water resource issues and hands-on learning experiences that teach students about their water footprint, water quality and sustainable water use. Hands on Activities included: the review of local water quality reports; discussion of local and global water resources; review of regional water quality issues in the Chesapeake Bay watershed; field testing dissolved oxygen levels, pH, and nutrient levels in a local body of water; a field trip to a wastewater treatment facility; and student presentations about their learning experiences. The proposed demonstration will show how middle school age students conducted water testing in a local water body and compared their results to the Chesapeake Bay Foundation's "Report Card" on water quality in the Bay. Students were given 10 question sustainability surveys prior to and after completion of the camp to demonstrate and assess camp objectives. [ABSTRACT FROM AUTHOR]

Concrete is the most widely used building material in the world because of the simplicity of its manufacture, the abundance of raw materials, and the economical method of construction it provides. Invariably, all civil engineering programs in the United States offer courses in the manufacture of the material and the design and construction of reinforced concrete structures. However, students are rarely introduced to sustainability principles and practices that produce "green" reinforced concrete structures, in that raw materials are used efficiently, byproducts are utilized, carbon footprint is reduced, and the resulting structure is energy efficient and durable. Knowledge of sustainability principles will make future structural engineers mindful of the impact of their design on the environment and the society at large. This paper presents an approach for revising a traditional course on reinforced concrete design to include an emphasis on sustainability in all topics. This course is being referred to hereafter as Sustainable Reinforced Concrete Design (SRCD) course. The major drawback of concrete is its environmental impact occurring along four phases: production of materials, construction, lifecycle, and demolition. The common critical element between these phases is the polluting emissions resulting from embodied energy or chemical reactions. The SRCD course will integrate sustainability into the planning, designing, and construction stages of reinforced concrete. It will emphasize strategies and practices for using concrete in smart and innovative ways to achieve sustainable, "green" buildings. Sustainability principles will be addressed from two perspectives: materials and structural design. From the standpoint of materials, production and use of ultra-high performance concrete will be presented, explaining the associated benefits of consuming fewer raw materials while providing higher durability and longer service life. Emerging technologies for manufacturing and using "green" cements and their impact on future concrete construction will be addressed. Concrete mixture design with less Portland cement content through the incorporation of byproducts, such as fly ash, slag, and rubber tire wastes, will be covered, to illustrate the compounded benefit of using byproducts for eliminating waste and enhancing the properties of concrete. Sustainability in structural design will be addressed from various angles, such as using highperformance concrete (with compressive strength in excess of 10,000 psi), which is not explicitly addressed in the ACI 318 Building Code. Design examples will be shown to illustrate the sustainability benefits of using high-performance concrete. The benefits of training future engineers to incorporate sustainability in design are numerous. The proposed SRCD course is an effort to integrate sustainability in a traditional course on concrete design. It is expected that the revised course will provide the fundamentals upon which students will continue building in order to develop alternative concrete building strategies for sustainable concrete construction. The objectives of the SRCD course will be met through a number of classroom activities, including lectures, review of technical literature, term papers, and case studies that illustrate the benefits of sustainable concrete design. [ABSTRACT FROM AUTHOR]

An educational institution is defined by its faculty; student intake and infrastructure are largely dependent on the faculty. Any educational system, therefore, has to focus on educating the faculty on an ongoing basis. While ample research has been reported on the requirements of the 21st century engineers, its deployment is not satisfactory, especially in the Indian engineering education system. This has to be addressed as India is endowed with impressive demographic dividend, as compared to many developed economies and is poised to become a major workforce supplier in the coming decades. Being of Indian origin with international experience, we have designed, developed and delivered a two-day workshop for educating the educators in the emerging Indian economy. The objectives of the workshop were a) to introduce the participants to the changing needs of engineering education, and b) to illustrate an approach that we have developed over the past decade to address the needs. In this paper, we present the design and implementation of the workshop. The context of the workshop is set by Richard Riley's beautifully articulated statement: "we are currently preparing students for jobs that don't exist using technologies that haven't been invented in order to solve problems we don't even know are problems yet". While we cannot list technologies and problems; we can envision some basic themes around which the future may revolve. To enable a focused discussion of topics, we imagine a future in which individuals are empowered to participate in the global value network where geographically distributed people (including engineers) collaboratively develop, build, and test solutions to complex socio-technoeco problems in wired and interconnected world. We posit that to be successful in the future, our engineering students need to be empowered to develop white-space competencies and learn to realize sustainable engineering systems. The workshop was designed to be highly interactive. We used a model course developed over the past 15 years, which embodies threshold concepts such as the 'question for the semester' (Q4S), self-evaluation and learning communities, relying on developing competencies to fulfill the learning objectives, etc. The model course embedded all the concepts espoused in the workshop. The approach was based on the principles from mass customization and competency-based learning rather than one-size-fits-all content delivery. The workshop started with identifying competencies and meta-competencies required for the 21st century Indian engineers. Methods for identifying white-space competencies, dilemmas and managing them were discussed. The participants discussed many issues such as developing the Q4S for educating the 21st century Indian engineer and concluded with the course that they would like to develop with the concepts learnt in the workshop. The participant pool consisted of 32 Indian educators from different parts of the country. The workshop received positive feedback and the participants went back with a resolve to deploy the knowledge that they acquired at least in a course. The paper includes the design, implementation, and key learning of the authors from the workshop. [ABSTRACT FROM AUTHOR]

The article discusses research which examined the four factors impacting ideation flexibility of engineering students. Topics discussed include the development of a sustainable foundation, the definition of ideation flexibility and its importance in engineering, the relationship between cognitive style and preferred ideation behavior or outcomes, the impact of problem framing on ideation flexibility and the impacts of the other factors like ideation tools and ideation teaming.

The article presents insights on the community projects of engineering students of Baylor University in various developing countries. Topics discussed include the solar project in Haiti in 2013, the sustainable school project at Sonrise School in Musanze, Rwanda, and the small scale hydroelectric system they created in Honduras.

The Baldrige National Performance Excellence Criteria (2013 -2014) places increased emphasis on organizational sustainability in terms of societal, environmental, and financial impacts; and innovation as a discontinuous change in engineering designs and/or business models. Such concepts may become important considerations for engineering managers in today's global marketplace. Engineering management educators may become a major player in transforming compliance with performance specifications into an enhanced competitive business advantage by offering a total systems approach to managing innovation while ensuring the long term viability of the business itself. Throughout this article the authors use the Baldrige definition of sustainability/ organizational sustainability as cited above. However, from the Engineering Management perspective care must be taken to acknowledge that sustainability in the engineering profession often focuses on the environmental component of the triple bottom line as is true for "leadership in energy and environmental design". The business literature often speaks of "a sustainable competitive advantage" underscoring the marketing and financial aspects. The total systems approach suggested in this article takes a strategic engineering approach to conducting trade-offs to determine impacts of alternative strategies that might place different levels of importance on the components of sustainability given in the Baldridge definition. The applied research presented in this paper provides a conceptual framework for translating strategy into implementation results via a modified Plan -- Do -- Check -- Act Shewhart/Deming improvement opportunity identification and corrective action closed loop management cycle. The framework given in Figure 1 has proven effective in introducing discontinuous innovations in an engineering technology business and has three best practices embedded that have enhanced internal efficiencies as well. [ABSTRACT FROM AUTHOR]