(2023, June), Faculty Workshop on Teaching Sustainability  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43703

\bibitem{asee_peer_43703}
   (2023, June), \emph{Faculty Workshop on Teaching Sustainability}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43703

.  "Faculty Workshop on Teaching Sustainability".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43703 Internet.  22 Jan, 2025

\bibitem{asee_peer_43703}
  .
  "Faculty Workshop on Teaching Sustainability".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43703 Internet.  22 Jan, 2025

@INPROCEEDINGS{asee_peer_43703
author = ""
title = "Faculty Workshop on Teaching Sustainability"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43703}
number = {10.18260/1-2--43703}
}

TY  - CPAPER
AB  - Lessons Learned Paper   Despite the urgent need to integrate sustainability throughout the engineering curriculum, most faculty have little to no training or confidence in doing so.  We report on a 4-day pilot faculty workshop delivered in January 2023 by an interdisciplinary group of faculty at a large mid-Atlantic R1 university designed to help engineering instructors do this.  After substantial effort to create a mutual understanding around the diverse approaches we as faculty bring from our respective disciplines, we decided to follow a “spiral model” for the workshop, in which an initial introduction of a concept, skill, or consideration was later revisited, sometimes multiple times, to deepen the conversation in each iteration and to show their interconnectedness.  In addition to introducing sustainability learning outcomes (LOs), including LOs for diversity, equity, and inclusion (DEI), we demonstrated tools such as life cycle assessment and socio-technical integration, considered new ways to think about assessment, and shared information about various sustainability topics.  Emphasis was placed on the development of students’ critical thinking, socio-technical systems thinking, and sense of agency.  Demonstrations were integrated as a method of teaching, and mental models were introduced.   Examples were shared by faculty who had already begun to incorporate sustainability concepts into their courses.  During the workshop, the participants planned concrete changes to their own courses and discussed changing the curriculum across the 4 years of the undergraduate experience.  

Lightning Talk
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Faculty Workshop on Teaching Sustainability
UR  - https://peer.asee.org/43703
DO  - 10.18260/1-2--43703
ER  -