2025 ASEE Annual Conference & Exposition

Abstract
CONTEXT: Sustainability is becoming increasingly essential in engineering careers. Thus, engineering educational institutions must integrate sustainability into their curricula to prepare future engineers capable of designing and implementing solutions that meet human demands without depleting the planet's resources for future generations. This trend is driven by growing environmental concerns, regulatory changes and compliance, industry standards, and market demand. As a result, the (EOP) Engineering for One Planet Framework has evolved to respond to this urgent need and elevate engineering education to the highest level by guiding academia on integrating sustainability into the course curriculum.

PURPOSE: This study aims to infuse the vision, goal, and tools developed in the EOP Framework into the content of four existing courses to enhance the educational outcomes of the Civil Engineering and Construction Management Department. By aligning curricula with the ABET program criteria through the EOP Framework, academic institutions can ensure that their programs meet rigorous standards and equip students with the essential skills and knowledge required for sustainability. The guiding research questions are: (1) What are the themes of students’ perceptions of integrating sustainability in the (AEC) architecture/engineering/construction industry? (2) What are the themes of students’ perceptions of incorporating sustainability into the course curriculum?

METHODOLOGY: The EOP Framework was integrated into the syllabus of four courses. Curricula were aligned with the ABET program criteria: (1) Introduction to Engineering Course (Freshman Level), (2) Building Information Modelling and Integrated Practices Course (Sophomore Level), (3) Engineering Economics and Decision Analysis Course (Junior Level), (4) Capstone Design Project Course (Senior Level). Various engineering teaching methods were embedded in the curriculum design to solve complex sustainability problems, including lectures with interactive elements, real-world projects, computer-based simulations, field trips, and guest speakers. The research method starts with a thorough literature review and includes two questionaries and Photovoice templates to collect qualitative data. The first questionnaire is given to students before the integration of sustainability, and the second one is filled out after the integration is completed. After completing the learning activities in sustainability, students are asked to fill in Photovoice templates. Photovoice is participatory action research (PAR) in which researchers work collaboratively with the participant subject population to collect data, reflect, and take action. Data obtained are analyzed using descriptive statistics and thematic analysis, a fundamental qualitative method for finding patterns within the data set using a step-by-step process.

ACTUAL OUTCOMES: At the semester's end, research revealed that students' perceptions of integrating sustainability in the AEC industry and into the course curriculum improved. Different core themes related to this study were also spotted and displayed.

CONCLUSIONS: This study advances interdisciplinary learning experiences in engineering curricula by adapting the EOP Framework and ABET Program criteria. In addition, this study can be applied to other engineering majors and courses and replicated by other institutions’ instructors. This study concludes with recommendations for improving the curriculum design and student performance. It also recommends further studies in sustainability in engineering using different research methods and investigating this study topic in depth.