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)

toEnvironmental Engineering Design and Sustainability, and EENV 202, Sustainable WasteManagement integrate introductory-level technical content with interdisciplinary, socio-technicalcontent related to the vital ‘soft skills’ both the general public and employers expect professionalengineers to possess [18]. EENV 102 was delivered for the first time in Fall of 2023 and EENV202 was first delivered in the Spring of 2024. Both courses consist of 3 credits of lecture and in-class project work sessions. Both are offered once per academic year and are required forEnvironmental Engineering majors. Enrollment has been approximately 60 students in EENV102 and 30-40 in EENV 202. Neither course has pre-requisites and both are open to studentsoutside of the various

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)

, structured discussions, and focused work periods. Theseelements were all aimed at fostering teamwork, promoting active learning, and ensuring thatstudents could apply their skills in a supportive, real-world context. By combining technicalknowledge with essential soft skills, the course effectively supported students in both theirindividual and collective learning journeys.4.3 Lessons learned from our case studyThis was our first iteration of the design course and our initial attempt at integrating EOPprinciples into the curriculum, making it a valuable learning experience for us as instructors. Onekey takeaway is that we may need to modify our sprint format by setting clearer and distinctexpectations of the deliverables for each sprint. When the