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 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)

. Contextualizedapproaches, including around sustainability, have potential to improve learning outcomes and to prepare graduates toaddress grand challenges. [1]Elkington’s Triple Bottom Line [4], [5]). Grasping these three dimensions and theirinterrelationships is a key outcome of the minor.However, beyond the three pillars, it is well accepted that a core element of sustainabilitythinking, mindset, or competency is systems thinking [6], [7], [8], [9]. Moreover, a basicunderstanding of sustainability must include a scientifically literate conceptualization of theunderlying earth systems and the corresponding natural biogeochemical cycles that govern theflow of energy and matter through these systems, as a baseline from which to understand thehuman impacts that

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)

tosustainable development, inclusive of social, environmental, and economic aspects for currentand future generations [1]. Outside of engineering, the Education for Sustainability movementhas long emphasized the importance of both cognitive and affective outcomes, but its applicationin engineering has been limited. In a study grounded in the Diffusion of Innovation theory, teninnovators and early adopters of educating mechanical engineering students in the U.S. andCanada about sustainability were interviewed about their experiences and practices. Although theindividuals were not directly asked to discuss emotions, this emerged as an important theme inmany of the responses to the questions about lessons learned in education for sustainability

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)

study, but also discuss ABET,Engineers Australia, and other international frameworks. As required by all accreditationsystems, all surveyed engineering programs included sustainability education as part of the core,required curriculum. However, we find that departmental culture and discipline-specificperceptions may play a larger role than accreditation requirements in shaping and promotingsustainability education. As a result, curricula (and student experience) varies significantlybetween programs and between universities. We further discuss existing challenges faced bystudents and instructors in this context, and how these challenges relate to accreditation.1 IntroductionIt is difficult to overstate the effects of unsustainable human

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)

vernaculardesign and endogenous practices that for centuries had nourished, for better or worse, the lives ofmillions throughout the centuries” (Escobar, 2012, p. 6). Moreover, Escobar observes that thestructures of unsustainability maintaining the “dominant ontology of devastation” must beconfronted in a world transformed by changing climate and the need for economic transitions.Escobar tracks activists, designers and scholars who are enacting a civilization model thatliberates Mother Earth and is built on relational ways of knowing, being and doing. A keyframework for design in his view is called autonomous design. As a design praxis withcommunities, autonomous design centers five principles, shortened here with emphasis by theauthor: 1. Every

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

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)

process, we explored how torepackage the environmental engineering curriculum, and we assessed impacts on other coursesin the civil engineering major program curriculum and the environmental engineering minorprogram curriculum to determine the feasibility of each option. While evaluating existing coursecontent, we compared current coverage with the American Academy of Environmental Engineersand Scientists (AAEES) Environmental Engineering (EnvE) Body of Knowledge (BOK) [1] andthe American Society of Civil Engineers (ASCE) BOK [2]. Through this process, we developeda curricular pathway to introduce students to discipline-specific environmental engineeringcontent early in the academic career that encompasses both the EnvE BOK for the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Laughton, The Citadel

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

modality.IntroductionEngineering programs are challenged, via the ABET criteria, to teach, improve, and assess thecommunication skills of students. [1] Unlike technical, quantitative, engineering content,communication does not have one correct answer and thus can be a challenge to assess forengineering educators. Faculty are trained that rubrics are one major tool to allow for fairassessment of almost any type of assignment, however overly defined rubrics can stymiecreativity in communication assignments. [2]–[8] Single point rubrics are a rubric model used toprovide more qualitative feedback from the grader while still clearly conveying the learningobjectives assessed. Here we document the application of single point rubrics in a series ofEnvironmental Engineering

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)

report entitled, “Environmental Engineering for the 21st Century: AddressingGrand Challenges,” which highlighted five technical areas where environmental engineers werepoised to make significant contributions. Educating the next generation of environmentalengineers was included as a sixth challenge. According to a search of available online databases,including SCOPUS, PubMed, and Google Scholar, between 2019 and June 2024, a total of 89articles appearing in the peer reviewed scientific literature have cited the EnvironmentalEngineering: Grand Challenges report. The two-fold purpose of this article includes: 1) using anintegrative review format to analyze the 22 articles (of 89 total) that focus on education; and 2)highlighting the relationship

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)

regulations, preparing them to design projects that meet legal and ethical standards. Thecourse emphasizes the importance of protecting public health by addressing environmentalhazards, ensuring clean water, air, and soil for communities.Integrating environmental education into the undergraduate engineering curriculum is crucial forraising environmental awareness early in students' careers [1]. It teaches students how to analyzeproblems, identify causes and effects, and understand the conditions under which certainprocesses occur and their impact on environmental quality. The growing recognition of theimportance of introducing concepts such as environmental engineering, green engineering,pollution prevention, and design for the environment to

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)

students will be most successful if topics are integratedthroughout the full undergraduate curriculum. Supported by the ASEE Engineering for OnePlanet (EOP) Mini-Grant Program, we sought the following objectives: (1) revise materials forCE 218 (Sustainable Engineering) to introduce EOP, (2) revise materials for CE 303(Introduction to Construction Engineering) to integrate EOP outcomes, (3) map EOP outcomesto existing required undergraduate courses, (4) engage CE faculty by introducing the EOPframework and providing opportunities for implementation, and (5) develop a guidancedocument for faculty interested in integrating EOP in courses. These efforts were assessed forboth courses at the University of Kentucky (CE 218 and CE 303) in collaboration

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)

engineeringat the professional level (licensure) in the 21st century,” [1]. The introduction concludes that,“the EnvE BOK is not intended to be prescriptive, but instead to be directional, forward looking;and more of a compass than a detailed road map,” [1].In 2018, the Academy formed a volunteer task force to, “evaluate if changes are needed to the2009 Environmental Engineering BOK, and if necessary, propose a process to prepare the 2019Environmental Engineering BOK2,” [2]. The results from this volunteer task force were sharedwith the leadership of the Academy and the leadership of the Association of EnvironmentalEngineering and Science Professors (AEESP, or Association).In 2021, a panel discussion of the EEBOK1 was organized by the Environmental

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)

degradation and utilizeresources efficiently so that the environmental, economic, and social benefits minimize theenvironmental degradation created through the life cycle of the built environment [1]. From amechanical engineering and renewable energy perspective, sustainable energy means usingenergy resources wisely and efficiently to meet the energy needs of the present withoutcompromising the ability of future generations to meet their own energy needs. Sustainability isa professional and ethical imperative [2]. It is unethical for a group of people from the currentgeneration to ignore or diminish the abilities of future generations to provide for themselves.Sustainability issues should take on an increased presence in university classrooms. The

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)

. Marginalizedcommunities, often based on race, ethnicity, or socioeconomic status, are disproportionatelyexposed to higher levels of environmental hazards such as pollution, toxic waste, and lack ofaccess to clean resources [1]. These communities frequently bear a heavier burden of negativeenvironmental consequences than more affluent or privileged communities, resulting insignificant disparities in health outcomes and quality of life. This inequitable distribution ofenvironmental risks and benefits is not accidental but rather the result of systemic factors,including discriminatory policies, practices, and societal biases [2], [3]. The environmentaljustice movement emerged in response to this injustice, advocating for the equitable distributionof environmental

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)

mathematics volume published in 1930,David Eugene Smith, a noted mathematics education innovator of the time [1], poeticallyobserved that teaching methods and curricula in his field must be viewed as “a moving streaminstead of a stagnant pool...a stream which nevertheless has often become so saturated withsediment as to unfit its waters for human adsorption; and a stream that needs constant filtering ifit is to serve this latter purpose” [2]. Such a statement is as true for engineering education todayas it was for mathematics nearly 100 years ago. Engineering curricula must fit the purpose ofpreparing the future engineer for the workforce using methods and tools translatable tocontemporary requirements while resting securely on firm foundations

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)

) initiative [2] integrates new problem-solving approaches into engineering education toprepare students to tackle sustainability challenges alongside historically marginalized communities.Additionally, increasing the participation of underrepresented students, including first-generation collegestudents, in engineering is vital for sustaining the U.S. research and innovation capacity. However, thesestudents must navigate complex challenges to see themselves as integral members of the field [1].Teaching sustainable ethical designs and service-based components for undergraduate students helps thenext generation in understanding their engineering identity and belonging. In this paper, a curriculum thatincludes community partnerships helps future

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew J Scarborough, University of Vermont

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

is to contribute to solving these challenges. The importance of chemistryto civil engineering is less appreciated but will only increase in coming years [1]. With arenewed focus on sustainable and resilient infrastructure, civil engineers will need to develop andpreserve materials that form societies roads, buildings, and underground infrastructure.Therefore, chemistry education is fundamental to environmental and civil engineering curricula.Despite its importance, however, chemistry has long been a dreaded topic for engineering andnon-chemistry STEM majors [2, 3]. Many chemistry topics are important to environmental engineers. Precipitation-dissolution chemistry is needed to understand drinking water and wastewater treatment

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)

analyses to investigate 1) gender-basedperformance difference across various assessments; 2) the influence of the gender composition ofcollaborative learning groups on individual student performance; 3) the impact of academic levelon performance outcomes.Our findings showed that the percentage of female students enrolled in the course increased from25% in 2015 to 51% in 2023. Using grade point average (GPA) as a performance indicator, atwo-sample t-test revealed no significant difference in overall performance between male andfemale students (p = 0.28) across all semesters aggregated. To assess the impact of group gendercomposition, students were categorized as females in single-gender groups, females in mixed-gender groups, males in single-gender

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)

, the SEAR lab, focuses on three major areas: 1) Energy Systems and Technology; 2) Buildings, Transportation, and Infrastructure; 3) Critical Supply Chains; with ancillary work in Operations Management, Logistics, RFID, and Health. The lab specializes (analytically) in Mathematical Optimization, Simulation, AI / ML, and specialized analytics (GIS, LCA, TEA). They develop prototypes and pilots informed by Mechanical, Electrical, and Chemical Experiments guided by Systems Engineering principles conducted in interdisciplinary teams. Jones has a Chemical Engineering undergraduate degree and Petroleum Engineering minor from Texas A&M University, an Operations Research and Industrial Engineering doctoral degree from

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)

ethical contextsof engineering practice [1]. Engagement of students in professional courses and project-basedexperiences is typically deferred to the junior and senior years. As a result, students often fail toidentify as engineers early in their degree programs, which can lead to attrition [2], [3].The MSU RED project team members aimed to disrupt the compartmentalization of learning intopic-based courses by introducing integrated project-based courses (IPBC) early in thecurriculum. The courses introduce open-ended problems to students that require them tointegrate knowledge from multiple disciplines and to consider economic, social, andenvironmental contexts in their design process [4]. Through project-based experiences, studentsalso develop

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)

Paper ID #45716BOARD #156: Transforming Civil Engineering Education: Integrating theEOP Framework Across Four CoursesDr. Nadia Al-Aubaidy, Norwich University Dr. Nadia Al-Aubaidy is an Associate Professor in the David Crawford School of Engineering at Norwich University. She holds a Ph.D. in Civil Engineering from The University of Texas at Austin, where she also earned a certification in Dispute Prevention and Resolution from the School of Law. Additionally, Dr. Al-Aubaidy is a LEED Green Associate. In recognition of her outstanding teaching, she received the 2024 ASC Regional Teaching Award for Region #1 (Northeast). Dr

Conference Session

Tech Session 6: Transformative Practices in Evolving Learning Environments

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brett Ryan Krueger, United States Military Academy; William B Vass, United States Military Academy; Matthew Baideme, United States Military Academy

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

formation variables and unmeasured factors influencing group and individualperformance.Keywords: engineering education, collaborative learning, design project1. IntroductionCollaborative learning has become a cornerstone of modern educational approaches, fosteringstudent engagement and enhancing individual and collective performance. The question of howdifferent group formation strategies impact student performance remains critical for optimizingcollaborative learning environments. In a previous study, team learning in an academic coursehas been found to not significantly increase the individual performance levels of students [1].This study investigated the effects of three distinct group formation methods, randomassignment, self-selection, and

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)

suggests that student performance (as a proxy for studentlearning) remained largely unaffected despite the changes in teaching modalities over the four-year span.Keywords: COVID-19 pandemic, Hyflex teaching, hybrid teaching, teaching modalities,pandemic teaching interventions1. Introduction1.1. COVID-19 Pandemic Impacts on Teaching ModalitiesIn March 2020, the World Health Organization (WHO) declared a pandemic in response torapidly increasing cases of the novel coronavirus SARS-CoV2 (or COVID-19) [1]. Declarationof the pandemic prompted rapid closures of in-person learning venues and incited a nearimmediate transition to remote teaching and learning. This abrupt shift to online learningoccurred at a time when a majority of faculty members in

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)

as the campus initiatives andcurricular development promoted by the institution. The novelty for this paper lies in its focus onregional mainland United States.MethodologySustainability ConsiderationsKey considerations for the selection criteria for the environmental engineering program wereprograms that were 1) established for more than ten years and 2) had environmental engineeringas a declared major separate from civil engineering. For institutions with environmentalengineering programs that have been established for 10 years or longer, it ensured that there wereat least 6 graduating classes, and the program could establish its concentrations withinenvironmental engineering. Institutions were randomly selected from our listed criteria

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 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)

and selection criteria for ambassadors, as well as the emphasis oncollaboration among students, faculty, and other stakeholders to promote the alignment ofcurricular change with real-world sustainability demands. The program is scheduled to launch inSeptember 2025.IntroductionAround the world, there is an increasing urgency to address sustainability challenges, frombiodiversity loss, to water scarcity and pollution, to the impact of climate change, to socialinequality. The recent 1.5°C climate milestone is just a subset of these global challenges [1].While numerous sustainability obstacles exist, several initiatives are working to address thesechallenges, including the NSF Big 10 Ideas, Grand Challenges, and the United Nations’Sustainable

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)

critical questions about how these tools impact student learning and problem-solvingapproaches in domain-specific contexts. This paper examines the role of GenAI in a junior-levelundergraduate CEE course, where students cleaned, visualized, and analyzed air quality datacollected using air quality sensors they deployed themselves around the university’s campus. Wecompare two course offerings: one conducted before GenAI tools were widely available (Spring2023) and another where students had the option to use GenAI tools (Spring 2024). Throughanalysis of student assignments, reflections, and outcomes, we address two key research questions:(1) How do GenAI tools affect students’ ability to process and interpret large datasets in CEEeducation? (2) What

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)

engineering program. Wehypothesized that engaging students with real, integrated engineering content in the first years ofthe program would help them build an engineering professional identity (EPI) and improvestudent retention and success. Two new project-based courses for 1st and 2nd year students in theenvironmental engineering program were developed and offered for the first time during the2023 – 2024 academic year. The two courses integrated content on sustainability,professionalism, systems thinking, ethics, and social justice topics, with technical content onengineering design and tools. Surveys were given to the environmental engineering studentsenrolled in these new 3-credit courses, along with two cohorts of 1st year students in a 1

Conference Session

Developing an Interdisciplinary Master’s Program on Sustainability in Engineering and Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Subhasis Ghoshal, McGill University; Jim A Nicell ing., McGill University; Yaoyao Zhao

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

across the Faculty.About a decade ago, the community of the Faculty of Engineering came together to express anurgent need to launch an interdisciplinary initiative for research and teaching in sustainability, asit related to engineering and design, with strong connections to many other disciplines andstakeholders. Ultimately, with the support of key benefactors, this led to the creation of TISED in2012, whose mission is to produce innovative engineering and design solutions for sustainabilityand to nurture the intellectual capacity necessary to do so. TISED is engaged in research, educationand outreach with particular focus on four themes: (1) sustainable industrial processes andmanufacturing, (2) renewable energy and energy efficiency; (3

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)

efficacy of theEOP-aligned module in fostering a deeper understanding of environmental sustainability and riskassessment among engineering students.IntroductionEngineering education is at a critical juncture where the infusion of sustainability into thecurriculum is not just beneficial but essential. As society grapples with the depletion of naturalresources, the rise in emissions and waste, and the impact of climate change, engineeringcurricula must evolve to address these challenges [1-2]. The integration of sustainability conceptsinto engineering courses is pivotal to cultivating a workforce capable of creating a moresustainable future. Prior research highlights significant gaps in the current engineering educationparadigm, particularly in its

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