2026 ASEE Annual Conference & Exposition

One of the required senior-level courses in Civil Engineering was redesigned to integrate the Envision Framework into existing project-based learning experiences. These project-based activities were developed to strengthen students’ ability to apply engineering design principles to complex, real-world problems. Each student team selected a project related to either enhancing coastal resilience or improving stormwater management practices. As sustainability continues to emerge as a defining professional competency for civil engineers, there is a growing demand for educational approaches that embed measurable sustainability practices. This study responds to that need by incorporating the Envision Framework, a sustainability rating system for civil infrastructure projects developed by the Institute for Sustainable Infrastructure [1], as a pedagogical tool.

The Envision framework was used to guide students in identifying, integrating, and evaluating sustainability considerations throughout the design process. This integration was intended to help students connect theoretical concepts of sustainability with professional practice and prepare them for careers in sustainable infrastructure design.
This integration targeted three major learning objectives to enhance our students’ capabilities not only to meet technical performance standards but also to address broader societal needs by considering the social, environmental, and economic impacts on public health, safety, and welfare [2]: (1) redefining sustainability as measurable and actionable goals through quantifiable indicators and evidence-based metrics; (2) developing systems thinking by recognizing the interconnections among environmental, social, and economic factors and by assessing life-cycle impacts; and (3) strengthening sustainable design skills by incorporating sustainability criteria into project planning, evaluating design alternatives, and addressing resilience, equity, and community well-being.

To assess student learning, pre- and post-course surveys were administered to senior civil engineering students (n = 26) over one semester. The surveys included rating-scale items aligned with the three learning objectives, measured on a five-point agreement scale ranging from strongly disagree to strongly agree. Quantitative data were analyzed and paired comparisons to examine changes in students’ self-assessed knowledge, attitudes, and confidence regarding sustainability concepts and applications. The analysis is expected to inform evidence-based approaches for integrating the Envision framework into sustainability education in civil engineering.