Pawley, A. L., & Hoffmann, S. R., & Cardella, M. E., & Ohland, M. W., & Rao, R. L., & Jahiel, A. R., & Seager, T. P., & Vanasupa, L. (2014, June), Assessing Sustainability Knowledge: A Framework of Concepts  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20097

\bibitem{asee_peer_20097}
  Pawley, A. L., \& Hoffmann, S. R., \& Cardella, M. E., \& Ohland, M. W., \& Rao, R. L., \& Jahiel, A. R., \& Seager, T. P., \& Vanasupa, L. (2014, June), \emph{Assessing Sustainability Knowledge: A Framework of Concepts}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20097

Alice L. Pawley, Stephen R. Hoffmann, Monica E. Cardella, Matthew W. Ohland, Ranjani Lakshman Rao, Abigail R. Jahiel, Thomas P. Seager, and Linda Vanasupa.  "Assessing Sustainability Knowledge: A Framework of Concepts".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20097 Internet.  19 Jan, 2025

\bibitem{asee_peer_20097}
  Alice L. Pawley, Stephen R. Hoffmann, Monica E. Cardella, Matthew W. Ohland, Ranjani Lakshman Rao, Abigail R. Jahiel, Thomas P. Seager, and Linda Vanasupa.
  "Assessing Sustainability Knowledge: A Framework of Concepts".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20097 Internet.  19 Jan, 2025

@INPROCEEDINGS{asee_peer_20097
author = "Alice L. Pawley, Stephen R. Hoffmann, Monica E. Cardella, Matthew W. Ohland, Ranjani Lakshman Rao, Abigail R. Jahiel, Thomas P. Seager, and Linda Vanasupa"
title = "Assessing Sustainability Knowledge: A Framework of Concepts"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20097}
number = {10.18260/1-2--20097}
}

TY  - CPAPER
AB  -            Assessing  sustainability  knowledge:  a  framework  of  concepts    Environmental  sustainability  is  an  increasingly  critical  concept  for  engineering  students  to  incorporate  into  their  macroethical  and  practical  conceptualization  of  engineering  work.    However,  most  engineering  students  (excluding  those  focusing  on  environmental  issues)  have  little  opportunity  to  engage  with  the  topic  in  the  general  curriculum,  and  few  faculty  members  (again  outside  of  environmental  engineering)  have  the  content  knowledge  necessary  to  prepare  students  for  working  in  engineering  contexts  dealing  with  the  realities  of  climate  change  and  diminishing  global  “resources.”    To  that  end,  we  conducted  a  progressive  series  of  educational  research  studies  to  develop  a  framework  to  help  general  engineering  faculty  members  determine  how  to  incorporate  environmental  sustainability  into  their  mid-­‐level  (sophomore  and  junior)  traditional  technical  engineering  courses.    We  did  a  content  analysis  of  existing  literature  published  on  sustainability  in  engineering  education;  we  did  a  content  analysis  of  course  descriptions  and  titles  to  see  what  faculty  at  universities  across  the  country  articulated  as  related  to  sustainability;  we  collected  then  thematically  analyzed  statements  of  sustainability  published  by  a  variety  of  governmental,  industrial  and  commercial,  and  academic  institutions  to  see  what  people  were  arguing  were  critical  components  of  sustainability;  we  talked  with  undergraduate  engineering  students  to  see  what  they  were  learning  that  constituted  sustainability;  we  attended  public  professional  discussions  of  technical  engineering  academics  focused  on  sustainability  and  education;  and  we  convened  a  workshop  of  sustainability  (in  engineering)  education  experts  to  conduct  intensive  discussions  about  what  a  framework  of  sustainability  education  for  engineering  students  should  include.    The  outcomes  of  some  of  these  efforts  have  been  discussed  in  other  publications.    This  paper/poster  describes  this  last  activity  and  summarizes  the  project:  we  outline  the  set  of  ideas  we  gleaned  from  the  preliminary  activities,  the  design  of  the  workshop  and  the  collection  of  participants,  key  ideas  raised  in  the  workshop  discussions  and  the  framework  that  we  have  subsequently  developed  based  on  all  these  pieces  together.    This  framework  is  based  on  concepts  we  have  dubbed  “gateway  concepts”  in  that  they  are  opportunities  to  easily  hook  sustainability  concepts  to  traditional  engineering  educational  content  but  have  the  potential  to  allow  students  to  dive  much  deeper  into  content  should  faculty  members  provide  those  opportunities.    We  provide  illustration  of  these  gateway  concepts,  and  demonstrate  the  overall  framework’s  use  for  guiding  faculty  members’  curriculum  development.      
AU  - Alice L. Pawley
AU  - Stephen R. Hoffmann
AU  - Monica E. Cardella
AU  - Matthew W. Ohland
AU  - Ranjani Lakshman Rao
AU  - Abigail R. Jahiel
AU  - Thomas P. Seager
AU  - Linda Vanasupa
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Assessing Sustainability Knowledge: A Framework of Concepts
UR  - https://peer.asee.org/20097
DO  - 10.18260/1-2--20097
ER  -