2024 ASEE Annual Conference & Exposition

XX is renowned for its commitment to providing the finest undergraduate education in science, engineering, and mathematics. With a mission dedicated to support students in an individualized learning experience, XX strives to be a global leader of engineering and science education. In line with its vision, the institution aims to produce graduates who are not only inspired and prepared for success but also equipped to address the complex challenges facing our global society. We have comprehensively explored XX's sustainability education, examining its initiatives, curriculum, and integration of sustainability principles across various disciplines. By delving into the sustainable practices and educational approaches employed by the institute, we can better understand how XX is cultivating a generation of engineers and scientists who possess the knowledge and skills needed to define and solve the multifaceted problems of our complex global society. This report does not look to guide XX in its campus sustainability indicated through resource consumption, waste management, or sustainability reports. However, sustainability education extends beyond what is present strictly in the curriculum through various co-curricular and extracurricular activities which may incite discussion of the sustainability culture present at XX as indicated by any campus sustainability commitments. By analyzing the current state of sustainability education at XX and its relevance in meeting the institution's strategic goals, we can pave the way for a brighter and more sustainable future. Upon review of the school’s course catalog, courses were categorized as fitting into four tiers related to the level of sustainability coverage and the potential for incorporating sustainability content. Survey data was collected from current students and faculty to assess perceptions of sustainability coverage in courses. Finally, we reviewed sustainability-related degree programs and course offerings at peer institutions to assess how these institutions were addressing sustainability in education. Having examined the baseline of sustainability education at XX and reviewed the availability of sustainability education at other peer institutions, this assessment provides an initial understanding of the current opportunities at XX. To complement the value of this baseline assessment, common practices and comprehensive guides of integration of sustainability pillars and the United Nation’s Sustainable Development Goals in education are summarized to recognize other areas of potential. By acknowledging the existing efforts and identifying areas for improvement, further advancements in sustainability education are proposed that align with the local institutional strategic planning goals to enhance sustainability education at XX and can guide other institutions of higher education in their endeavors. Collective efforts and a commitment to continuous improvement can enable similar institutions to instill mindsets of sustainability in students to address sustainability-related global challenges utilizing XX as a case study.