2025 ASEE Annual Conference & Exposition

Redefining Engineering Education: A Sustainable and Inclusive Approach through the EOP Framework

Presented at Tech Session 4: Embedding Engineering for One Planet (EOP) Framework in Engineering Education

Engineers are tasked with developing innovative solutions to some of the world’s most significant challenges, from saving lives to advancing technology and improving quality of life. Sustainability is essential in engineering education, as it equips future engineers with the tools to minimize environmental impact and conserve resources, addressing global issues like climate change and resource depletion. An engineering curriculum is a critical gateway to fostering a sustainable and inclusive mindset, integrating principles of environmental stewardship while reinforcing theoretical and practical skills for designing effective, sustainable solutions.

The Engineering for One Planet (EOP) framework emphasizes three core changes in course design: (1) Sustainable Engineering Ethics, (2) Sustainable Programming, and (3) Sustainable Engineering Design. These areas focus on ethical awareness, responsibility, and sustainable practices. Engineers are encouraged to advocate for designs that reduce environmental impact and enhance product longevity. Sustainable programming also extends to green software development, promoting energy-efficient, modular designs that reduce e-waste and encourage open-source collaboration. Capstone projects, a key component of engineering programs, will integrate both sustainability and Diversity, Equity, Justice, and Inclusion (DEJI) principles to ensure that project designs and materials reflect a broader societal impact. Active learning techniques such as role-playing will empower students through experiential learning, making sustainability a cornerstone of their professional identity.

The impact of sustainable programming can extend beyond engineering students, as programming skills are increasingly relevant across many fields. Outreach efforts will include sharing sustainable programming concepts with local schools, fostering early interest in sustainable technologies among K-12 students. Quantitative data from this curriculum redesign will measure the EOP framework's effect on students' engineering identity, persistence, and sense of belonging, underscoring the importance of sustainable and inclusive engineering education.

Authors

Dr. Rajani Muraleedharan Saginaw Valley State University [biography]

Dr. Rajani Muraleedharan is an Interim Associate Vice President and Professor of Electrical and Computer Engineering (ECE). She earned her Ph.D. and M.S. in Electrical and Computer Engineering from Syracuse University. She was a postdoctoral research associate at the University of Rochester, and a research intern at Mitsubishi Electric Research Lab.

At SVSU, Dr. Muraleedharan has made significant contributions to STEM education and community engagement. She is the founder of SVSU’s GoBabyGo program, which enhances mobility for individuals with special needs through assistive technology. She is an the faculty advisor for Society of Women Engineers (SWE), IEEE Student Chapter, Robotics Club as well as the Women in Engineering chair for IEEE Northeast Michigan, WIE ILS sub-committee and supports many initiatives both nationally and internationally.

An accomplished scholar, Dr. Muraleedharan has authored over 50 publications, served as an NSF reviewer, ABET program evaluator for EAC and ETAC programs and been elevated to senior IEEE member status for her professional contributions. Her research interests span computational intelligence, robotics, behavioral science for autistic children, and network security.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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