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Engineers are an essential part of solving the effects of climate change. They must be aware of the issues related to this phenomenon and empowered to make change to reduce and shift the impact of humans on the planet. Engineering students in their fourth-year of undergraduate studies in the United States (n = 4364) were asked 24 questions about climate change. We also explored how covering climate science-related topics in their college courses related to their understanding of climate change science. Our results indicate that climate change science was not well understood by engineering students in this sample. Only 30 percent of students in our sample understood the specific causes and methods to address it. For example, students incorrectly believed the hole in the earth ozone layer causes global climate change. This misconception is consistent with the literature on middle and high school students' understanding of climate change causes and consequences. We found that college courses and scientific publications have a positive effect on students' science knowledge related to climate change. Mainstream media, friends and family members have a reverse effect. While covering climate change and sustainable development in college courses favored students' knowledge of climate change, it was not sufficient to correct some climate change misconceptions. Our results suggest that engineering education in the U.S. does not provide an adequate impact on students' knowledge of this important topic. Understanding the science of climate change is a first step toward taking action to address it. Engineering students in the U.S. about to enter the workforce carry misconceptions about climate science, which is an educational issue that should be addressed. They need an understanding of climate change science for them to take relevant action to address it. The study provides directions to better prepare engineers to address climate change in their future practices. • Senior engineering students carry misconceptions about climate change science. • College courses and scientific publications are positive predictors of students' knowledge of climate change science. • Mainstream media, friends and family members are negative predictors of students' knowledge of climate change science. • Covering climate change or sustainable development in college courses failed to correct misconceptions about climate change. [ABSTRACT FROM AUTHOR]

Questions intended to identify design thinking traits were developed and tested on a national survey distributed to U.S. college students. By applying exploratory factor analyses and regression models to the survey data, nine of the questions were mapped to five related characteristics of design thinking: collaboration, experimentalism, optimism, feedback-seeking, and integrative thinking. Survey questions alone cannot fully identify the qualitative traits of design thinkers, but these nine questions do enable basic exploration of compelling relationships between design thinking traits and other variables. Our analyses found design thinking traits correlated with higher achievement; with a desire for careers helping others and solving societal problems; and with recognition of and desire to address sustainability obligations. [ABSTRACT FROM AUTHOR]