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Purpose: This paper aims to explore the differences in first-year and senior engineering students' engineering agency beliefs and career goals related to sustainable development. The authors also sought to understand how topics related to sustainable development in engineering courses affect senior engineering students' goals to address these issues in their careers. This work provides evidence of how students' agency beliefs may be shaped by higher education, which is essential to workforce development. Design/methodology/approach: Findings stem from two national surveys of engineering first-year (Sustainability and Gender in Engineering, n = 7,709) and senior students (Student Survey about Career Goals, College Experiences, n = 4,605). The authors compared both groups using pairwise testing by class standing. Findings: The results indicate that undergraduate studies tend to reinforce students' engineering agency beliefs to improve their quality of life and preserve the environment. Significantly more senior students selected career goals to address environmental issues compared to first-year students. In general, students undervalue their roles as engineers in addressing issues related to social inequities. Those topics are rarely addressed in engineering courses. Findings from this work suggest discussing sustainability in courses positively impact setting career goals to address such challenges. Research limitations/implications: The study compares results from two distinct surveys, conveyed at different periods. Nonetheless, the sample size and national spread of respondents across US colleges and universities are robust to offer relevant insights on sustainable development in engineering education. Practical implications: Adapting engineering curriculum by ensuring that engineering students are prepared to confront global problems related to sustainable development in their careers will have a positive societal impact. Social implications: This study highlights shortcomings of engineering education in promoting social and economic sustainability as related to the engineering field. Educational programs would benefit from emphasizing the interconnectedness of environmental, social and economic dimensions of sustainable development. This approach could increase diversity in engineering education and the industry, and by ripple effect, benefit the communities and local governance. Originality/value: This work is a first step toward understanding how undergraduate experiences impact students' engineering agency beliefs and career goals related to sustainability. It explores potential factors that could increase students' engineering agency and goals to make a change through engineering.

More engineering students are needed to address climate change in their careers. These students are necessary because engineering includes designing and building machines, structures, and components that contribute large portions of society's carbon emissions. We surveyed a national sample of undergraduate engineering students (n = 4605) in their last semester of college about their desire to address climate change in their careers and the factors that predicted these responses. Possible variables for wanting to address climate change in their career included course topics, co-curricular experiences, climate knowledge, political affiliation, religion, and other demographics. The strongest factors that predicted engineering students' desire to address climate change in their career were related to a feeling of personal responsibility to deal with environmental problems, recognizing climate change as a technical (not social) issue, believing climate change is caused by burning fossil fuels and livestock production, and their engineering discipline. Students majoring in environmental and architectural engineering were more likely to want to address climate change in their careers than others. Previous known factors to increase motivation for climate action like course topics, political affiliation, student organization participation, undergraduate research experience, and environmental volunteering were not strong predictors among engineering undergraduate students.

Monitoring-based commissioning (MBCx) is a continuous building energy management process used to optimize energy performance in buildings. Although monitoring-based commissioning (MBCx) can reduce energy waste by up to 20%, many buildings still underperform due to issues such as unnoticed system faults and inefficient operational procedures. While there are technical barriers that impede the MBCx process, such as data quality, the focuses of this paper are the non-technical, behavioral and organizational, barriers that contribute to issues initiating and implementing MBCx. In particular, this paper discusses cognitive biases, which can lead to suboptimal outcomes in energy efficiency decisions, resulting in missed opportunities for energy savings. This paper provides evidence of cognitive biases in decisions during the MBCx process using qualitative data from over 40 public and private sector organizations. The results describe barriers resulting from cognitive biases, listed in descending order of occurrence, including: risk aversion, social norms, choice overload, status quo bias, information overload, professional bias, and temporal discounting. Building practitioners can use these results to better understand potential cognitive biases, in turn allowing them to establish best practices and make more informed decisions. Researchers can use these results to empirically test specific decision interventions and facilitate more energy efficient decisions.

Engineering design and construction teams commonly use decision tools, such as rating systems, to manage the complexity of infrastructure projects. However, these systems often focus predominantly on environmental dimensions, potentially overlooking the holistic economic and social aspects of sustainability. This can hinder decision-makers from recognizing the benefits, thereby inadvertently impeding optimal sustainability performance. This research explores a potential solution: reframing the goals of credits on rating systems to explicitly highlight the interconnectedness of environmental, social, and financial dimensions. The aim was to amplify engineers' motivation towards higher levels of sustainability performance. The study examined the effect of the goal-framed credits by comparing the sustainability scores between engineering professionals (n=42) who used the original Envision system and the reframed version when evaluating a case project. The control group participants averaged a score of 95.4 Envision points (37%), while the intervention group averaged 121.8 Envision points (48%). The reframed credits significantly increased engineering professionals' sustainability goal setting. Emphasizing financial and social objectives on credits from the Envision rating system, rather than solely focusing on the existing environmental goals, had a favorable influence on professionals' sustainable design choices. This reframing, by emphasizing the interconnectedness of environmental, social, and financial dimensions of each decision, appears to amplify the awareness, motivation, and selection of higher levels of sustainability achievement, thereby increasing their perceived value and leading to a shift in sustainability-oriented decision-making. The findings suggest that reframing rating systems to better emphasize the interconnectedness of the environmental, social, and financial dimensions of each decision can serve to help engineering teams set higher goals for sustainable performance. Practical Applications: For infrastructure project managers, architects, and designers, this research highlights the significance of considering economic and social aspects alongside environmental concerns. By doing so, it can further empower stakeholders to make more well-rounded and sustainable decisions that benefit both their projects and the communities they serve. Small changes in how decision tools are worded, or framed, can have a significant effect on project goal setting. A better understanding of how framing affects design cognition can also help inform how project managers, architects, and designers present information to their clients. Subtle changes in the decision tools and the way information about projects is expressed cost little compared to the actual cost of infrastructure, offering inexpensive and easy to implement strategies to influence and nudge project teams toward setting higher sustainability goals during the design and construction of infrastructure projects. [ABSTRACT FROM AUTHOR]

Background: Prior researchers developed an instrument to measure perceived design thinking ability of first-year students interested in engineering, and they validated the instrument through exploratory factor analysis. Purpose/Hypothesis: Our study uses the previously developed instrument to evaluate perceived design thinking ability of senior engineering students. We make a cross-sectional comparison of this measure on a national scale. Design/Method: We surveyed a national sample of senior engineering students in 2018 and conducted a cross-sectional comparison with results from a 2012 national sample of first-year students who were interested in declaring an engineering major. Two-way analysis of variance tests compared average design thinking scores across sample groups. Confirmatory factor analysis was conducted to improve the design thinking instrument. Results: First-year students who intended to declare an engineering major score significantly higher (2.80) on the design thinking scale than senior engineering students (2.59) with a medium effect size of 0.4. The senior engineering sample performs significantly worse on the feedback seeking and experimentalism instrument items, but significantly better on the integrative thinking and collaboration items. We found no significant differences in perceived design thinking ability among engineering disciplines among senior students. Conclusions: Feedback seeking and experimentalism are traits that engineering educators should develop in their students to improve perceived design thinking ability. Incorporation of user-centered design and divergent thinking in the engineering classroom are recommended as avenues to foster feedback seeking and experimentalism. We also offer recommendations to improve the design thinking instrument for future research.

The practice of monitoring-based commissioning (MBCx) using energy management and information systems (EMIS) has been shown to enable and help sustain up to 20% energy savings in buildings. Despite research that has quantified the costs, benefits, and energy savings of MBCx, the process remains under-utilized. To understand why MBCx is not more frequently adopted and how to encourage its use, this research synthesizes qualitative data from over 40 organizations, currently engaging in MBCx. The outcome of this research is a framework containing variables that emerged from the qualitative data, marked as barriers or enablers, organized by phases of the MBCx process. The framework is comprised of 51 emergent variables that fall within 13 different categories. The variables that most frequently act as barriers are data configuration, measurement & verification (M&V), developing specifications for EMIS, and data architecture. Although some variables that act as barriers for one organization were identified as enablers for another. For example, payback/ROI was considered a barrier 7 times and an enabler 3 times. One organization had difficulty making the business case for the initial investment for MBCx due to lack of cost information, while another was able to justify large investments with documented savings of previously implemented measures identified through MBCx. The framework formally validates barriers found in previous research, and can be used by practitioners to better understand common experiences with MBCx. This research highlights the need for a similar collective data set to validate common enablers to MBCx and also the need for empirical research to determine relationships between variables.

Climate change has not been well understood by high school students in the US and the topic is often connected to misconceptions, which is especially damaging since accurate understandings of the concepts are strongly predictive of intent to do something about it. We use data from a national (US) survey of first year college students to identify high school experiences which correlate with the belief that climate change is caused by human activities. In-class coverage of climate change is less predictive of belief than time spent on science homework or science-themed extracurricular activities. These correlations suggest that simply covering climate change in class may not necessarily lead to greater belief in the scientific consensus. While deeper understanding is a worthy goal, the results indicate that, when it comes to high school science education, social factors such as the process and culture of education are also important for belief in climate change. These finding aligns with previous research about college students, which suggest student activities are more strongly correlated with student viewpoints than professor beliefs. Given the potential for curricula to become politicized these finding suggests an alternative route to achieve climate change education goals.

Civil engineers will face increasing challenges in their careers due to climate change. The infrastructure they design and construct will directly contribute to or mitigate it. Action to reduce the greenhouse gas emissions that cause climate change requires both a belief in human-caused global warming and a basic understanding of climate science. To understand which current engineering education efforts are successful or may need more consideration, a national sample of civil engineering students and students from other engineering disciplines was asked about their belief in global warming, understanding of greenhouse gases, the causes of global climate change, and ways to help reduce or slow it. The overwhelming majority of civil engineering students (83%) and students from other engineering disciplines (81%) acknowledged that global warming is happening. Nearly three of every four civil engineering students (73.5%) and other engineering students (71.3%) believed that global warming is caused by humans. However, only about half of civil engineering students (55.6%) and other engineering students (52.3%) felt that global warming is personally important. The majority of civil engineering students and other engineering students did not understand the causes and actions to reduce global warming. More than half of civil engineering students (60%) believed that nuclear power generation is a cause of global warming, which is significantly more than students from other engineering disciplines (52.6%). More than 8 of every 10 civil engineering students (83%) incorrectly believed or were unsure that the ozone hole in the upper atmosphere is a cause of global warming. A possible explanation for these misconceptions is that civil engineering students recognized general problems, such as nuclear waste and the ozone hole, but they did not link particular causes with particular consequences. Possible interventions were discussed for making climate change information personally relevant to engage students to think about cause and effect related to the climate.

Purpose: This paper aims to introduce a case-based module teaching sustainable engineering, linking the Envision rating system with behavioral decision science. Three complete modules are publicly available in a repository for any instructor to adapt, use and review. Design/methodology/approach: A case study was written about the Tucannon River Wind Farm, a project-certified Gold by the Institute for Sustainable Infrastructure's Envision™ rating system. The case was used as the basis for an in-class PowerPoint module to achieve student learning outcomes related to sustainability. Findings: Before and after surveys showed significant (p < 0.05) learning increases. Word clouds show changes in student perceptions of sustainable design. Rubric scoring of writing assignments and concept maps yielded valuable insights and improvements and demonstrated the overall validity of the module approach. Research limitations/implications: Modules lasting only one or two class days must be well-integrated into courses and curricula to promote greater learning value. Concept mapping may be a useful addition but involves a learning curve for both instructors and students. Practical implications: By offering instructors access to a set of case-based modules, it becomes more practical for them to teach about sustainable infrastructure and decision-making. Social implications: The module exemplifies a project owner and an engineering firm strongly committed to social and environmental sustainability. Envision's Quality of Life and Leadership categories emphasize community well-being, involvement and collaboration. Originality/value: This module offers a unique transdisciplinary focus meeting several needs in engineering education on sustainability, complex problems and decision-making.

Civil engineers and architects are both trained in design thinking, but they approach the process of design from differing perspectives largely due to the divergence in their educational curriculums. With an interest in the effect of differing educational perspectives on design thinking outcomes, comparisons were made between the self-identified design thinking abilities of students in their final year of undergraduate civil engineering or architecture programs. Perceived design thinking ability was evaluated through a survey that was distributed to students enrolled in 4-year institutions across the United States. An analysis of variance (ANOVA) test was used to compare responses between the civil engineering (n=356) and architecture (n=335) student samples. There is a significant difference in perceived design thinking ability between the groups. Architecture students score higher than civil engineering students on all design thinking traits. Based on these results, the civil engineering curriculum may benefit from the incorporation of pedagogy that emphasizes design thinking, like studio-based learning.