Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Poornima Jayasinghe, University of Calgary; Robyn Paul, University of Calgary; Marjan Eggermont, University of Calgary; Sumaya Nsair, University of Calgary

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

beensignificantly influenced and inspired by the Engineering for One Planet (EOP) Framework sinceits inception. While we have made several efforts to integrate EOP principles throughout theentire curriculum during the first two years of the program, this paper specifically focuses ontheir integration within an Engineering Design course developed for second-year students. In thispaper, we will describe the curriculum design, highlight insights from the teaching team, andprovide a thorough analysis of the learning outcomes associated with this integration.Parallel to the EOP framework, at the core of our design courses is a foundation in systemsthinking, which empowers students to tackle challenges from a holistic perspective. They werenot only encouraged to

Conference Session

Tech Session 1: Integrating Sustainability in Engineering Curriculum: Pedagogy, Assessment, and Systems Thinking

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Christopher X J Jensen, Pratt Institute; Ivan J Baiges-Valentin, University of Puerto Rico, Mayaguez Campus; Krystal Colón-Rivera, University of Puerto Rico, Mayaguez Campus

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

components, while emphasizing synthesis ofinformation and interrelationships across these domains. The minor also provides extracurricularopportunities for students to explore topics of interest, in conjunction with mentoring andparticipation in a community of practice. Through this instruction, mentoring, and peer support,the minor establishes sustainability as an overarching context for the study of engineering,serving as a compass to guide students to consciously integrate sustainability principles andpractices throughout their academic programs and career pathways.2 Taken as a whole, theminor supports students to develop a comprehensive sustainability mindset [2] that will preparethem as engineers for the 21st century.A hallmark of the minor is

Conference Session

Tech Session 1: Integrating Sustainability in Engineering Curriculum: Pedagogy, Assessment, and Systems Thinking

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder; Joan Tisdale, University of Colorado Boulder

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

Assistant Professor in the Integrated Design Engineering program. She earned a PhD in Civil Engineering with a focus on Civil Systems and a certificate in Global Engineering from the Univeristy of Colorado Boulder. She holds a Master’s degree in Mechanical Engineering from MIT and a Bachelor’s degree in Aerospace Engineering from Auburn University. Her research centers on integrating sustainability into engineering curricula, aligning with her commitment to fostering holistic engineering education. Before transitioning to academia, Joany worked for over five years as an engineer at the National Renewable Energy Laboratory, where she contributed to advancing renewable energy technologies

Conference Session

Tech Session 1: Integrating Sustainability in Engineering Curriculum: Pedagogy, Assessment, and Systems Thinking

Collection

2025 ASEE Annual Conference & Exposition

Authors

Esther Roorda, University of British Columbia, Vancouver; Sathish Gopalakrishnan, University of British Columbia, Vancouver

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

. Asdiscussed (Section 4.2), this may be more reflective of differences in how departments andprograms are structured however, rather than actual differences in the amount of sustainabilitycontent students receive.The degree to which sustainability was integrated throughout the curriculum also had an effect onwhich EOP sustainability competencies were covered, with less integration of sustainabilitycontent across technical electives leading to less coverage of more concrete sustainabledevelopment skills like materials selection or environmental impact assessment. For example,typically (in 8/10 of the programs we analyzed) Electrical Engineering programs required forstudents to take a course that introduced at a high level, the impact of technology on

Conference Session

Tech Session 1: Integrating Sustainability in Engineering Curriculum: Pedagogy, Assessment, and Systems Thinking

Collection

2025 ASEE Annual Conference & Exposition

Authors

Royce A Francis, The George Washington University; Erica Cusi Wortham

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

participation of diverse perspectives in building a sustainable future. This paperdescribes the theoretical support and work in progress for our Engineering for One Planet (EOP)mini-grant. The objective of our mini-grant is to design an undergraduate course and assignmentthat integrates systems thinking, engineering ethics, design justice, and the EOP sustainabilityframework through the lens of ethnographic design. This assignment, and the course it is situatedwithin, are co-designed by an anthropologist who directs several design initiatives in the schoolof engineering and an associate professor of systems engineering at the authors’ home institution.Our process includes implementation and evaluation of our assignment in the Spring Semester2025. This

Conference Session

Tech Session 1: Integrating Sustainability in Engineering Curriculum: Pedagogy, Assessment, and Systems Thinking

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Mueller PE, ENV SP, Rose-Hulman Institute of Technology; Michelle Marincel Payne, Rose-Hulman Institute of Technology; Namita Shrestha, Rose-Hulman Institute of Technology

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

, 2025 Incorporating the Envision Rating System as a Teaching Tool for Sustainability in Civil Engineering InfrastructureAbstractThe Institute for Sustainable Infrastructure’s Envision Rating System [1] is becoming a widelyused framework for guiding design work and assessing resiliency, social equity, andenvironmental justice of civil infrastructure projects. To prepare our students and equip themwith the knowledge base to proactively utilize this framework as a design tool, we haveincorporated the Envision Rating System as a teaching tool with several touchpoints in therequired civil engineering curriculum. Envision is introduced in a required sustainable civilengineering course, examined in an engineering mechanics

Conference Session

Tech Session 5: Toward a New Paradigm in Environmental Engineering: From Knowledge Frameworks to Learning Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nacarid Delgado, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

growing body of research onsustainability education in geosciences and engineering in Latin America, offering insights forcurriculum development and policy formulation to prepare professionals committed to sustainabledevelopment.Keywords: engineering education for sustainability, SDGs, student perceptions, sustainabledevelopment, sustainability educationINTRODUCTIONIn recent years, there has been an increasing emphasis on integrating sustainability into geoscienceeducation, driven by the need to address environmental challenges and equip future generations withthe knowledge and skills necessary to promote sustainable development [1-3]. This shift seeks toincorporate sustainability and related skills into curricula, fostering competencies to face

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Diana M. Byrne, University of Kentucky; Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

Paper ID #46976Enhancing Civil Engineering Curriculum with Engineering for One Planet(EOP): Insights from an EOP Mini-Grant ProjectDr. Diana M. Byrne, University of Kentucky Dr. Diana Byrne is an Assistant Professor in the Department of Civil Engineering at the University of Kentucky. Her teaching and research focus on sustainable design for water infrastructure – using tools such as life cycle assessment to inform decision-making regarding these complex systems.Dr. Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology Dr. Jennifer Mueller is an Associate Professor in the Department of Civil and Environmental

Conference Session

Tech Session 6: Transformative Practices in Evolving Learning Environments

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erick C. Jones Jr., The University of Texas at Arlington; Kendra Lee Wallis, The University of Texas at Arlington; Mengqi Monica Zhan; Na-Li Kim, The University of Texas at Arlington; Ann M.L. Cavallo, The University of Texas at Arlington; Andrew Clark, The University of Texas at Arlington

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

group of faculty who have an interest through research, teaching,and/or service in at least one of the three pillars of sustainability – social, economic, andenvironmental aspects of sustainable systems. This PLC will replace the Faculty AdvisoryNetwork on Sustainability, previously a program in the Office of Sustainability at [theuniversity]. The purpose is integrating sustainability in teaching, curriculum development,service learning, and faculty research by creating a network of faculty experts on campus in acollaborative environment. We will start by reviewing the United Nations SustainableDevelopment Goals (SDGs) https://sdgs.un.org/goals and then consider how we can advancesustainability goals at [the university] and how to prepare [the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pranshoo Solanki P.E., Illinois State University; Ali Barenji, Illinois State University; Matthew Aldeman, Illinois State University

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

on sustainable materials in either course. However, the courseinstructors believe that students in both courses will benefit from revised courses that put greateremphasis on sustainable materials. Therefore, this on-going study utilized the Engineering forOne Planet (EOP) framework, a model that emphasizes living within Earth's limits whilebalancing environmental, social, and economic needs, for implementing sustainability conceptsin both courses.The integration process followed a systematic approach, involving the alignment of courseobjectives with key sustainability principles, followed by the incorporation of hands-on activitiesdesigned to apply these principles in a practical context. The modified curriculum was structuredaround six

Conference Session

Tech Session 2: Course-Level Innovations in Environmental Engineering: Projects, Case Studies, and Social Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kathryn Plymesser, Montana State University - Bozeman; Adrienne Phillips, Montana State University - Bozeman; Catherine M Kirkland, Montana State University - Bozeman; Amanda Hohner, Montana State University - Bozeman; Susan Gallagher, Montana State University - Bozeman; Craig R Woolard P.E., Montana State University - Bozeman

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

integrated content in final-yearcapstone courses, earlier integration is frequently lacking. In 2020, Montana State University(MSU) embarked on a five-year NSF-funded Revolutionizing Engineering Departments (RED)project aimed at transforming its environmental engineering program. This initiative supportedthe development of new integrated and project-based courses to be implemented in the first andsecond year of the curriculum. All tenure-track faculty in the environmental engineering programparticipated in a collaborative, iterative process to design project-based courses for first- andsecond-year students. EENV 102, Introduction to Environmental Engineering Design andSustainability, introduces the field of environmental engineering, sustainability

Conference Session

Tech Session 5: Toward a New Paradigm in Environmental Engineering: From Knowledge Frameworks to Learning Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel B Oerther P.E., Missouri University of Science and Technology

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

and “…The purpose of this study, therefore, is threefold. The first [30]Mapping to Key Words in is to provide a linguistic crosswalk of terminology betweenABET Engineering SOs a – k and SOs 1 – 7. The second is to provide definitionsAccreditation Commission of key terminology used in SOs 1 – 7. The third is to provideStudent Outcomes 1 - 7 a framework for mapping embedded indicators within an environmental engineering curriculum to key words in SOs 1 – 7 for assessment and evaluation purposes…”Developing an Integrated “…This paper reviews the lessons learned from the process [31]Environmental Engineering

Conference Session

Environmental Engineering & Sustainability Division (ENVIRON) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nadia Al-Aubaidy, Norwich University

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

Engineering Course, students studied water efficiency in curricula to prepare future engineers capable of designing and implementing green buildings and worked on a project to retrofit an existing campus building’s 1. Understanding Sustainable Construction (Curriculum Impact) Engaging labs and assignments enhanced learning, with practical experiences like solutions that meet human demands without depleting the planet's resources for water systems to meet green building standards. Their findings were presented Students recognized the value of integrating sustainability into the course concrete testing and floodplain analysis

Conference Session

Tech Session 2: Course-Level Innovations in Environmental Engineering: Projects, Case Studies, and Social Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Annesh Borthakur, Saint Louis University

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

Paper ID #49314Evaluating the inclusion of environmental justice in the civil engineering curriculum:Does it motivate students to work against inequity and strive for environmentaland social justice?Dr. Annesh Borthakur, Saint Louis University Annesh Borthakur, PhD, is an Assistant Professor at the Department of Civil Engineering at Saint Louis University. His research involves developing methods to make urban areas more sustainable. He achieves this by developing nature based methods to clean stormwater and wastewater as an alternate source of water, and create energy from wastes while reducing our exposure to emerging

Conference Session

Tech Session 3: Emerging Trends in Engineering Education: AI, Clean Energy, and Curriculum Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gonzalo Fagalde, Facultad de Ingeniería, Universidad Andres Bello; Elizabeth Ginette Garrido-Ramírez, Centro de Investigación para la Sustentabilidad, Facultad Ciencias de la Vida, Universidad Andres Bello; Sebastián Lira Zúñiga, Andres Bello University, Chile. Center for Sustainability Research.; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

structured prerequisite enforcement and academicsupport programs. Introducing mandatory prerequisite sequences for mathematics and physicscourses could mitigate delays in student progression. Additionally, academic supportmechanisms such as targeted tutoring and summer-intensive courses for at-risk students mayenhance retention. Future curriculum updates should integrate these strategies to improve studentoutcomes and program efficiency. Furthermore, this study highlights the potential of ProcessMining as an analytical tool for curriculum evaluation, offering insights that can inform data-driven educational policy decisions.ConclusionsThis analysis provides a comprehensive perspective on the challenges students face in theiracademic progression and

Conference Session

Tech Session 3: Emerging Trends in Engineering Education: AI, Clean Energy, and Curriculum Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dayna Mandalyn Cline, United States Military Academy; David Zgonc, United States Military Academy at West Point; William B Vass, United States Military Academy; Michael A. Butkus P.E., United States Military Academy; Matthew Baideme, United States Military Academy; Brett Ryan Krueger, United States Military Academy

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

ABET Student Outcomes annually.The goal of this process is to ensure that curriculum changes can be made to attain the StudentOutcomes and that courses remain rigorous, relevant, and well-integrated in the program. Due toperiodic faculty turnover, course assessment also serves as a means of maintaining coursecontinuity. At the course-level, we assess course outcomes annually using a formal writtenassessment called a Course Assessment Report. Effective course assessment considers allrelevant information to identify strengths and weaknesses in each course. Where appropriate,these areas for improvement are used as the basis for well-coordinated changes to courseoutcomes, course content, or course processes. Effective course assessment is an

Conference Session

Tech Session 3: Emerging Trends in Engineering Education: AI, Clean Energy, and Curriculum Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Yukio Takara, Carnegie Mellon University; Fethiye Ozis P.E., Carnegie Mellon University; Allison E. Connell Pensky, Carnegie Mellon University

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

. While computational fields such as computer science and electrical engineering havelong embraced data-driven approaches, interdisciplinary domains like civil and environmentalengineering (CEE) are increasingly integrating data science into their education and practice. Inaddition, while the programming skills used in computational fields often lend themselves well todata science practice, there is more often a gap in skills for practitioners in other interdisciplinarydomains. For instance, the traditional CEE curriculum could benefit from a greater emphasis onpopular open source programming languages such as Python. This shift reflects a growing needfor future CEE practitioners to have the skill sets and tools to analyze and understand

Conference Session

Tech Session 5: Toward a New Paradigm in Environmental Engineering: From Knowledge Frameworks to Learning Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Namita Shrestha, Rose-Hulman Institute of Technology; Michelle Marincel Payne, Rose-Hulman Institute of Technology; Timothy Chow; Mitchel Daniel, Rose-Hulman Institute of Technology

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

. IntroductionThe importance of environmental engineering (EE) courses in the undergraduate curriculum isundeniable. With increasing concerns about climate change, resource depletion, andenvironmental degradation, the course prepares students to contribute meaningfully to globalefforts toward environmental sustainability. It equips students with the knowledge and skills todesign systems and solutions that address pressing environmental challenges, such as pollutioncontrol, waste management, and water treatment, fostering sustainable practices in engineering.EE bridges civil, chemical, and biological engineering, providing a comprehensive perspectiveon solving complex environmental problems. Students gain an understanding of environmentallaws and

Conference Session

Tech Session 6: Transformative Practices in Evolving Learning Environments

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hanwei Wang, University of Wisconsin - Madison; Katherine D McMahon, University of Wisconsin - Madison

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

environments and, ultimately, amore diverse engineering workforce.Course ContextEnvironmental Engineering is an introductory class required for undergraduate students in theDepartment of Civil and Environmental Engineering at the University of Wisconsin–Madison,and elective for students in other programs.. The semesters under investigation were offered bythe same female instructor with over 20 years of teaching experience, ensuring consistency ininstructional style and course content. The instructor has employed evidence-based teachingstrategies, such as active learning and peer instruction, to enhance student engagement andcomprehension, since 2012.The course is structured as a blended learning experience that integrates both asynchronous

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michelle Henderson, East Carolina University; Niya King, North Carolina A&T State University

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

resource management included energy and greenhouse gas emissions and reductions, masstransportation, food waste reduction efforts, and other waste diversion actions. Additionally, thepresence of green infrastructure such as LEED certification was considered.Social SustainabilitySocial aspects of sustainability can serve as the foundation of community engagement, both oncampus and in the broader community. Meaningful community engagement can encourage localand global strategic partnerships to promote awareness, foster engagement, and support studentsuccess. Institutions throughout the United States have an opportunity to uniquely positionthemselves to address and integrate pressing challenges of sustainability through communityengaged work and

Conference Session

Tech Session 2: Course-Level Innovations in Environmental Engineering: Projects, Case Studies, and Social Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hadley Willman, Engineering for One Planet; Victoria Matthew, Engineering for One Planet; Andrew K. Schulz, Georgia Institute of Technology; Emma Telepo, Michigan State University; Reese Emily Simancek

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

integrating sustainability into core or foundationalclasses, integrating sustainability across the entire curriculum, or integrating sustainability intospecialized classes for different engineering majors.MethodsTo design a successful ambassador program, the EOP Student Ambassador Program(EOP-SAP) assembled a multifaceted team to join an advisory group. Ten participants wereselected from the EOP Network: two students, five staff from nonprofits or academia, twofaculty, and one staff at an academically affiliated society. Each participant was selected based ontheir experience integrating sustainability into the engineering curriculum, lived experiences, andbelief in the value of engaging students in curricular change.The EOP-SAP advisory group

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yewande S Abraham, Rochester Institute of Technology (CET); Lucio Salles de Salles, Rochester Institute of Technology (CET); Lisa L Greenwood, Rochester Institute of Technology (CET); Amanda Y Bao P.E., Rochester Institute of Technology (CET); Satyanarayana Raju Penmatsa, Rochester Institute of Technology (CET); Sagata Bhawani, California State University, Fresno

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

used for the analysis. Preliminary findings suggest thatstudents exhibit an improved understanding of sustainability concepts and feel more empoweredto address sustainability challenges following explicit exposure to coursework aligned with theEOP framework. The findings from this study will guide engineering educators and stakeholdersseeking to integrate sustainability principles into their curriculum. Instructors can better preparefuture engineers to lead the charge in creating a more sustainable and resilient world by enhancingsustainability education in engineering courses.1 IntroductionSustainability is emerging as a cornerstone of modern education, particularly in engineering andrelated disciplines. The increasing complexity of global

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xinyu Zhang, Purdue University; Roneisha Wynette Worthy, Kennesaw State University

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

failure to fully prepare students to work within the constraints ofsustainability [3]. Research also suggests that programs with greater emphasis on environmentaland social sustainability are more likely to increase the enrollment and retention of students ofcolor [4]. By reimagining engineering curricula through the lens of sustainability, educators candevelop innovative teaching approaches that are responsive to the changing needs of the planetand society [5-6].Engineering for One Planet (EOP) Framework was developed in collaboration with hundreds ofindividuals from academic, industry, public, and nonprofit sectors to seamlessly integrate intoengineering curriculum and uses common sustainability language. It maps the learning outcomesto 2010

Conference Session

Environmental Engineering & Sustainability Division (ENVIRON) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Catherine M Kirkland, Montana State University - Bozeman; Idalis Villanueva Alarcón, University of Florida; Kathryn Plymesser P.E., Montana State University - Bozeman; Adrienne Phillips, Montana State University - Bozeman; Amanda Hohner, Montana State University - Bozeman; Craig R Woolard P.E., Montana State University - Bozeman; Susan Gallagher, Montana State University - Bozeman

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

paper presents the results of a survey, which explored the extent to which students’perceptions of the most and least important EPI pillars and competencies changed over asemester. Surveyed students included those enrolled in an introductory Civil Engineering course(control group), and students in two new RED integrated project-based learning courses thatwere delivered for first year and second year environmental engineering students.2. Course Descriptions2.1. RED project-based coursesOne overarching goal of implementing project-based courses in the 1st and 2nd yearof the curriculum is to motivate students with a range of skills and backgrounds to continueto pursue environmental engineering. Our project-based courses, EENV 102, Introduction

Conference Session

Tech Session 6: Transformative Practices in Evolving Learning Environments

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ari Sherris, Texas A&M University-Kingsville; Hua Li, Texas A&M University - Kingsville; Christine Reiser Robbins, Texas A&M University - Kingsville; Joel Reyes-Cabrera, Texas A&M University - Kingsville; jianhong Ren, Texas A&M University - Kingsville; David Ramirez, Texas A&M University; Kai Jin, Texas A&M University - Kingsville

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

as an EFL and ESL teacher as well as a School Principal. Ari’s research and language revitalization interests include Mikasuki, Salish Ql’ispe (aka Salish-Pend d’Oreille, Montana Salish, and Flathead Salish) and Safaliba. His ethnographic work documents situated practice in grassroots policy initiatives and school-based activism among the Safaliba in rural Ghana. His language documentation includes conceptual metaphors and formulaic language in Salish Ql’ispe and Safaliba. He also explores applications of task-based language teaching in the pedagogy of revitalization. His practitioner papers analyze integrated content and language instruction, academic English instruction for graduate students, and asset-based

Conference Session

Tech Session 6: Transformative Practices in Evolving Learning Environments

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Michael Wallen P.E., United States Military Academy; Chelsea Linvill, Department of Geography and Environmental Engineering; Michael A. Butkus P.E., United States Military Academy; Andrew Ross Pfluger P.E., United States Military Academy

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

Paper ID #45663Pandemic Educational Interventions - Minimal Impact on Student Grades asa Proxy for Student LearningDr. Benjamin Michael Wallen P.E., United States Military Academy Benjamin Wallen is a Colonel in the United States Army and an Associate Professor teaching in the Department of Geography and Environmental Engineering at the United States Military Academy. He is also the Associate Dean for Faculty Development.Major Chelsea Linvill, Department of Geography and Environmental EngineeringDr. Michael A. Butkus P.E., United States Military Academy Michael A. Butkus is a professor of environmental engineering at the U.S

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rajani Muraleedharan, Saginaw Valley State University

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

science for autistic children, and network security. ©American Society for Engineering Education, 2025 Redefining Engineering Education: A Sustainable and Inclusive Approach through the Engineering for One Planet (EOP) FrameworkAbstract: Sustainability is essential in engineering education, as it equips future engineers with tools tominimize environmental impact and conserve resources, addressing global issues like climate change andresource depletion. An engineering curriculum is a critical gateway to fostering a sustainable andinclusive mindset, integrating principles of environmental stewardship while reinforcing theoretical andpractical skills for designing effective, sustainable