2025 ASEE Annual Conference & Exposition

Integrating Sustainability into Materials Courses through the Engineering for One Planet Framework

Abstract:
In the context of the growing demand for sustainability-oriented education, this paper presents a case study on integrating sustainability principles into two similar Materials courses taken by students from two different undergraduate majors at a mid-size public Midwestern university. The two Materials courses, namely, Mechanical Properties of Materials and Construction Materials Technology are taken by students in the Engineering Technology and Construction Management programs, respectively. Both courses are required core courses for students in these respective majors, and the courses are typically taken by students in the third year of their programs. Until recently, these courses were taught with traditional Mechanics of Materials-focused topics. For example, topics include stress vs. strain diagrams, tensile, compression, and shear testing, beam bending, impact toughness, and heat treatment. Testing is performed on wood, metal, polymer, concrete, and composite materials. The courses allow students to gain knowledge about the behavior of different materials, strength of materials, and standardized testing procedures. There was little to no emphasis on sustainable materials in either course. However, the course instructors believe that students in both courses will benefit from revised courses that put greater emphasis on sustainable materials. Therefore, this on-going study utilized the Engineering for One Planet (EOP) framework— a model that emphasizes living within Earth's limits while balancing environmental, social, and economic needs, for implementing sustainability concepts in both courses.
The integration process followed a systematic approach, involving the alignment of course objectives with key sustainability principles, followed by the incorporation of hands-on activities designed to apply these principles in a practical context. The modified curriculum was structured around six sustainability aspects: general understanding of sustainability, environmental sustainability, social and economic sustainability, sustainable technologies and innovations, personal perspectives and actions, and assessing knowledge and attitudes. By embedding these aspects into the existing course structure, the redesigned curriculum aimed to deepen students’ understanding of how their future professional work could contribute to global sustainability challenges.
The EOP Framework served as the foundation for the curriculum redesign, guiding the integration of sustainability into both theoretical content and practical activities. Existing topics within both courses were mapped to sustainability principles, leading to the development of a revised curriculum that emphasizes ecological balance, resource efficiency, and socio-economic equity.
To assess the effectiveness of this integration, pre- and post-course surveys were administered to gauge students' knowledge and attitudes towards sustainability. These surveys were divided into six categories, consistent with the EOP Framework, to measure changes in students’ general understanding of sustainability, environmental and socio-economic impacts, awareness of sustainable technologies, personal perspectives, and commitment to sustainable practices.
This on-going study highlights the value of integrating sustainability into undergraduate courses using a structured, principle-based approach like the EOP Framework. The preliminary results indicate that curriculum changes focused on sustainability not only enhance student learning but also foster a more profound commitment to sustainable engineering and construction practices. This approach could serve as a model for other institutions seeking to embed sustainability into their engineering and technology programs.
Keywords:
Sustainability, Engineering for One Planet Framework, Education, Environmental Sustainability and EOP Framework.