2026 ASEE Annual Conference & Exposition

This paper examines the impact of incorporating project-based learning in a civil engineering programming course on students’ perceptions of the importance of sustainability within the civil engineering profession. The required sophomore level course was redesigned in collaboration with the University’s Center for Sustainability to include a term-long project that connects sustainability concepts with computer programming and data analysis skills. The project addressed a campus-wide challenge related to waste management, aligning with the University’s goal of reducing landfill waste.

The objective of the course redesign and addition of the project was to help students see the relevance of their programming skills by engaging with a local, real-world problem and to increase their understanding of sustainability as an essential consideration in civil engineering practice. Course modules introduced sustainability, waste and the circular economy alongside programming and MATLAB content.

To assess the impact of the project, a mixed-methods approach was used. Quantitative data were collected through pre- and post-project surveys measuring changes in students’ understanding of campus waste systems, empathy toward waste-related behaviors, and perceptions of the civil engineer’s role in advancing sustainability and the circular economy. Qualitative data were drawn from written reflections and project deliverables, which were analyzed to identify changes in how students defined sustainability and applied sustainability concepts in their work.

Preliminary results demonstrate that integrating a sustainability-focused project into a technical programming course can meaningfully influence students’ awareness and attitudes. Quantitative survey results showed consistent increases in students’ understanding of campus waste systems, empathy toward waste behaviors, and recognition of the civil engineer’s role in advancing sustainability. Qualitative reflections reinforced these trends, with students reporting greater personal accountability for waste practices and a greater understanding of the environmental, social and economic dimensions of sustainability. These findings suggest that embedding sustainability in foundational technical courses can strengthen students’ sense of professional responsibility and prepare them to apply engineering tools to complex societal challenges.