California State University, Channel Islands

Project Overview: This project embeds the EOP Framework across the Mechatronics Engineering curriculum through a scaffolded, three-stage curricular intervention. In Stage 1 (EMEC 101), students are introduced to sustainability concepts using structured case studies that emphasize systems thinking and environmental, social, and economic impacts of mechatronic systems. In Stage 2 (EMEC 230), students apply EOP principles quantitatively through a hands-on bridge or beam design project, 3D printing identical geometries with varying infill levels and evaluating sustainability-performance tradeoffs using energy consumption, material use, cost, and strength-to-weight and strength-to-cost ratios. In Stage 3 (EMEC 499), students synthesize these concepts by completing an EOP-aligned sustainability impact statement for their capstone projects. Success will be demonstrated by improved student ability to evaluate sustainability tradeoffs, stronger systems thinking, and integration of sustainability into capstone design decisions.

California State University, Long Beach

Project Overview: This project pilots an AI-Aided Sustainable Design Studio across a three-course embedded systems sequence, aligned with the EOP Framework (Design, Critical Thinking, and Communication & Teamwork). It integrates structured project artifacts—Design Alternatives Briefs, Evidence Packs (Claim-Evidence-Reasoning), and Team Design Records—to guide students in evaluating sustainability tradeoffs such as energy use, repairability, and reliability. Curricular changes include embedding these modules into existing team projects, supported by GitHub-based collaboration workflows and AI tools with transparent guardrails to promote verification and accountability. Students will generate and compare design alternatives, justify decisions with evidence, and document teamwork processes using industry-aligned practices. Success will be reflected in improved student ability to make evidence-based, sustainability-informed design decisions, stronger teamwork and communication, and more consistent learning outcomes across courses. The project will also produce a transferable toolkit of templates, rubrics, and implementation guides to support adoption across engineering programs.

East Texas A&M University

Project Overview: Our proposed project integrates the EOP Framework into the computer science curriculum by transitioning the capstone sequence from standard development to Sustainability-by-Design. By treating sustainability as a primary architectural constraint, we ensure graduates view environmental and social impact as essential alongside functionality and security. This shift includes new modules on software sustainability and Carbon Footprint analysis to teach energy-efficient programming. We will integrate three core EOP pillars: Systems Thinking to map software lifecycles, Environmental Literacy to quantify the carbon cost of data storage, and Social Responsibility to emphasize inclusive UI/UX design for low-resource environments. To ensure application, student projects must include sustainability requirements, justifying architectural choices based on environmental costs. Success is defined by graduates possessing high-demand skills in Green Software Engineering. This initiative transforms perceptions of digital systems’ physical consequences and ensures every final project is filtered through the EOP lens.

Lake Washington Institute of Technology

Project Overview: This project integrates the EOP Framework into computing and AI curricula by developing sustainability-focused modules that examine the environmental and societal impacts of AI systems. These modules will be embedded across multiple courses, including a dedicated AI course, to ensure consistent exposure. Topics include energy consumption of AI models, data efficiency, ethical trade-offs, and sustainable system design. The curricular changes involve creating reusable instructional materials, case studies, and applied assignments that connect technical concepts with sustainability principles. Students will analyze real-world AI applications and redesign them with sustainability considerations in mind. Success will be measured through student learning outcomes, engagement with sustainability concepts, and the adoption of modules across courses. The initiative aims to cultivate engineers who can design responsible and resource-efficient AI systems. Beyond students, faculty will benefit from adaptable teaching resources, and the broader institution will strengthen its commitment to sustainability in engineering education.

Lonestar College – CyFair

Project Overview: We propose a unified “Living Lab” initiative embedding the EOP Framework across four core engineering courses at Lone Star College-CyFair. Instead of isolated assignments, students in Fall 2026 courses will collaborate to design, simulate, and build a solar-powered interactive station for the LSC-CyFair Outdoor Learning Lab. Specific curricular changes: Intro to Engineering (ENGR 1201) students will use Systems Thinking to define environmental constraints; Graphics (ENGR 1304) students will work with Statics (ENGR 2301) students on Material and Design to balance structural integrity with low embodied carbon; and Programming (ENGR 2304) students will use Critical Thinking to code algorithms optimizing resource efficiency. Success means students can link technical engineering decisions to real-world environmental impacts. This approach transforms abstract concepts into a tangible design challenge, meeting core learning objectives while promoting environmental literacy across campus. Embedding these changes ensures future cohorts will continue expanding the Living Lab, driving long-term sustainability improvements at LSC-CyFair.

Monterey Peninsula College

Project Overview: We are excited to reorganize the project-based learning activities embedded within our college’s Engineering program around the EOP Framework — not only as a means to better prepare students for a future in which sustainability themes will only grow in importance, but also as a common mindset for engaging with our local industry partners. As part of this effort, we will be working to inject sustainability topics into several courses such as: Intro, Design & Prototyping, Engineering Materials and MATLAB, and in each case, follow up with a related project developed in conjunction with industry. While details of the projects remain fluid, several candidates include: developing energy efficiency ratings for campus buildings, using open-source design tools for exploring solar array placement on campus, assessing client energy capacity needs based on detailed usage data, and determining the materials impact from various renewable energy options. Success will take the form of greater engagement of students with industry along sustainability lines, and a growing support for additional on-campus extracurricular projects or outright placement into internships.

Rose-Hulman Institute of Technology

Project Overview: Our proposed idea is to align the Clean Energy Minor with the EOP framework and improve its inclusiveness in three phases. First, a gap analysis maps the learning objectives of core courses against EOP categories. Second, we embed specific EOP outcomes into the curriculum. For instance, the minor’s core course MDS 230 (Introduction to Renewable Energy) will target Systems Thinking by exploring the interconnectedness of human-made and ecological systems. Third, we refine the elective catalog to ensure cohesive transitions and support advanced project-based learning. Consequently, this approach supports long term curricular impact by embedding EOP aligned learning outcomes into approved course objectives rather than relying on individual faculty effort. Once mapped and adopted, these outcomes can be reused for curriculum review, accreditation reporting, and future course proposals. The Clean Energy Minor will serve as a pilot that demonstrates how EOP alignment strengthens program coherence and student learning, encouraging replication across other minors or majors.

San Francisco State University

Project Overview: Changes to engineering education in Colombia are needed to develop sociotechnical thinking in its engineering students, equipping them to address the U.N. Sustainable Development Goals (SDGs) and other challenges. In this ASEE-EOP program, our North American-Colombian team will develop and implement new sociotechnical teaching modules to integrate into introductory undergraduate electrical and electronics engineering courses. The instructional modules will be focused on sociotechnical issues and contexts that are related to the SDGs and relevant to Colombian students and professional engineers, including topics such as the circular economy for electronics and electrification in post-conflict regions. The curricular changes include modules of diverse forms (ranging in scope from short in-class discussions to integration across an entire course unit) with changes to class activities and assessments. Successful implementation of this project includes: 1) changes to introductory courses at two Colombian institutions and one U.S. institution and 2) equipping 3-4 Colombian faculty to make sustainability-related changes to their courses.

Saint Mary’s University

Project Overview: Introducing sustainable practices is particularly critical in biomedical engineering. Medical devices are often prohibitively expensive, and cost can be a significant barrier to patient access and equitable care. In the Fundamentals of Biomedical Engineering course, sustainability in medical device design will be introduced through a hands-on, team-based capstone-style project at the end of the semester. Students will design and fabricate a bone fracture brace that reduces cost relative to conventional bone plates by exploring alternative materials, minimizing material usage, or implementing other innovative strategies, while maintaining the mechanical integrity and functional requirements necessary to support bone healing. This project represents a curricular enhancement that integrates sustainability across engineering education, drawing on the EOP framework to identify potential impacts of materials and design medical devices with lower environmental impact.

State University of New York, Farmingdale

Project Overview: This project integrates the EOP Framework, particularly its focus areas of Materials, Environmental Literacy, and Critical Thinking, into a required first-year Construction Materials and Methods course by expanding an existing concrete laboratory to include recycled aggregate concrete. Students will test and compare traditional Portland cement concrete with recycled alternatives through hands-on experimentation. This curricular change embeds sustainability directly into an existing lab, positioning it as a core component of engineering decision-making. Success will be measured by students’ increased awareness of sustainability and their ability to evaluate material trade-offs, including performance, constructability, and environmental impact, and apply these considerations in practice. The activity is expected to enhance student engagement through a team-based approach and a class-wide comparison of results, while influencing broader student perspectives on sustainable construction practices.

State University of New York, Suffolk County Community College

Project Overview: This project applies the Engineering for One Planet (EOP) Framework to strengthen sustainability integration within Suffolk County Community College’s engineering curriculum. A key curricular change is implementing an Energy Systems Sustainability Learning Module in a required first-year Engineering Computations course. The module aligns learning objectives, activities, and assessment with EOP competencies, including systems thinking, environmental literacy, and sustainability-informed decision-making. Students design and deploy low-cost energy monitoring systems using sensors, microcontrollers, and computational models to measure real-time classroom energy use and evaluate renewable energy offsets. Through hands-on circuit design, data analysis, and modeling, students assess technical performance alongside environmental and resource impacts. Success is measured through students’ ability to interpret energy data, apply sustainability concepts, and demonstrate competency through course assessments. Embedded in a required engineering course, the project ensures early, equitable student access and provides a scalable model for adoption across engineering and technology programs.

Union College

Project Overview: The proposed initiative at Union College incorporates the Engineering for One Planet (EOP) framework into our first-year Exploring Engineering course. This team-taught course is taken in the Fall by all first year engineering students including Biomedical, Civil, Computer, Electrical, Environmental, and Mechanical Engineering. The curriculum utilizes a combination of large lectures, smaller recitations/laboratory sessions, and an open-ended design project. The EOP framework is implemented across three scales. First, it is used in the large lecture as an introduction to sustainability with an emphasis on systems thinking. Subsequently, students explore the concepts of circular economy and green persuasion within their lab and recitation sessions. Finally, environmental impact assessment is integrated within the term-long design project to demonstrate application of sustainability within the design process. Our overarching goal is to provide all engineering students at Union with the foundation knowledge and skills necessary to identify opportunities to apply sustainability within their academic studies and eventual engineering profession.

Texas State University

Project Overview: The project uses the EOP Framework to make sustainability explicit, measurable, and transferable across engineering curricula at Texas State University. We will integrate shared EOP-aligned outcomes—systems thinking, environmental impact, resource stewardship, and ethical responsibility—into three required courses in Construction Science and Engineering Technology. Curricular changes include modular teaching units, case-based activities, and a common rubric to guide decision-making in construction and manufacturing contexts. Students will produce comparable work demonstrating their ability to evaluate trade-offs among sustainability, cost, productivity, and safety using structured reasoning and simple metrics. Success will be measured by improved student performance on shared rubrics, greater consistency of sustainability outcomes across courses, and stronger ability to apply sustainability principles in real-world engineering decisions. The project will also provide reusable teaching materials, support aligned assessment, enhance continuous program improvement, and better prepare graduates for sustainable engineering practice.

University of Texas at El Paso

Project Overview: This project strengthens the integration of sustainability across the Civil Engineering curriculum at The University of Texas at El Paso, located in the Chihuahua Desert, a region strongly impacted by water scarcity. The team will pilot curricular revisions in Environmental Engineering Fundamentals, Water and Wastewater Engineering, and Hydraulics and Hydrology, reaching at least 130 students in one semester. The EOP Framework will guide alignment of course objectives with UN Sustainable Development Goals and ABET outcomes. Changes include embedding sustainability in learning objectives, updating lectures using EOP resources, and aligning assessments with targeted proficiency. Pre- and post-course surveys will evaluate learning impacts. Success will be measured through sustainability-focused objectives, activities, and assessments, along with increased faculty engagement. Expected outcomes include stronger critical thinking, improved application of sustainability to real-world engineering challenges, and enhanced workforce readiness. The initiative will also support the borderland community by preparing engineers to address water scarcity and environmental justice challenges.

University of Texas at San Antonio

Project Overview: This project will produce faculty-facing, EOP-aligned materials to support integrating sustainability into engineering instruction. These include a revised instructional module on AI and environmental impact that embeds systems thinking, ethical responsibility, and environmental impact assessment. A faculty workshop curriculum will also be developed, including slide decks, facilitation guides, and interactive activities such as case studies, discussion prompts, and applied exercises that model how to apply the EOP Framework in undergraduate courses and support analysis of AI’s environmental and societal implications. In addition, a faculty implementation guide will provide step-by-step support for adapting and integrating EOP-aligned materials across diverse engineering contexts. Together, these resources are designed to be adaptable, scalable, and grounded in real-world application, enabling faculty to meaningfully embed sustainability into engineering education.

Universidad Ana G. Méndez, Gurabo

Project Overview: This project integrates the Engineering for One Planet (EOP) Framework into a Civil Engineering Materials course focused on concrete, with the goal of strengthening student competencies in sustainability, systems thinking, and ethical reasoning. Curricular innovations include redesigned laboratories, applied case studies, and open-ended design projects that emphasize sustainable materials, life-cycle assessment, and real-world constraints. Students will design and evaluate concrete mixtures while engaging in informed decision-making that balances technical performance, environmental impacts, and societal considerations. Project effectiveness will be assessed through improvements in student learning outcomes and increased student participation in institutional competitions related to sustainable concrete design. In addition, the project will generate open educational resources to support broader adoption of EOP-aligned materials education.

University of California, Riverside

Project Overview: This project addresses the gap between technical calculation and holistic engineering judgment by constructing a four-year sustainability “spine” within the Chemical and Environmental Engineering department. Utilizing the Engineering for One Planet (EOP) Framework, the intervention shifts sustainability from a siloed senior elective to a core curricular requirement. We propose a tiered scaffolding approach: introducing Systems Thinking in the freshman “Intro to CEE” course to build early awareness; developing competency in “Green Engineering” through multi-criteria decision-making and lifecycle metrics; and requiring the application of these frameworks within the “Senior Design Capstone”. Success will be measured by students’ ability to navigate complex techno-economic constraints with sustainability metrics using EOP-aligned skillsets. By codifying these modules into departmental ABET mapping (SO 1,2 & 4), we ensure these curricular changes are institutionalized and sustained beyond the grant period.

University of Guam

Project Overview: The proposed curricular intervention focuses on topical areas of Materials Selection and Design. Five civil engineering (CE) courses on different CE tracks will be involved in demonstrating core and advance learning outcomes. For CEE100 (Engineering Orientation), it will include presentation of a group report on the impact of construction materials from extraction, manufacturing, application, and end of life. For CEE 302 (Engineering Hydraulics), it will include long-term approaches for tackling environmental problem such as flooding and its effect on the community. For CEE303 (Geotechnical Engineering) and CEE304 (CE Materials), topics include comparing with the material properties (e.g., recycled concrete vs. coral aggregate) as construction materials or bio-based material in geotechnical engineering application. For CEE 404/405 (CE Design), topic demonstrating design for repairability, durability and preventing negative environmental/social/economic impact can be systematically incorporated into the syllabus. The proposed idea hopes to open more doors of opportunity, so that “sustainability” becomes central to the learning process of our students.

University of Hawai’i at Manoa

Project Overview: This intervention applies the EOP Framework to embed sustainability into CEE 370L Mechanics of Solids Lab through a Sustainable Materials Diagnostics Module. Students compare locally grown Eucalyptus grandis with steel or concrete, perform mechanical testing, and connect structural performance with environmental and social impacts. By introducing sustainability into a required course, all students gain early exposure to responsible engineering practices. Hands-on labs, combined with analytical and reflective exercises, strengthen students’ ability to make informed, sustainability-driven decisions. Success will be measured by students’ technical and sustainability competencies and increased awareness of local, renewable resources. The module also fosters partnerships with community stakeholders and offers a scalable model for incorporating sustainability into other engineering courses. This approach advances resilient, socially responsive, and place-based engineering education while linking technical learning with environmental stewardship and local resource awareness.

University of Pittsburgh, Bradford

Project Overview: Aligned with the EOP framework, we will embed four key topics into core mechanical engineering courses: design for the environment and society, life-cycle and systems thinking, sustainability awareness, and material trade-offs assessment. By consolidating previously isolated projects into an integrated sequence, we aim to achieve a 25% reduction in material and energy consumption, with the resulting cost savings reinvested in educational resources. We propose a four-course integrated sequence centered on lab-scale wind turbine components: Engineering Graphics, Engineering Measurements, Mechanical Design, and Manufacturing. A sustainability module in each course will connect these projects and reinforce learning objectives. Success means achieving 25% resource reduction while engaging 75-100 students in year one and approximately 400 over four years. Students will develop competencies in sustainable design thinking and life-cycle analysis, essential for professional practice. The initiative will foster collaborative learning and community building. This effort strengthens our mission to develop a STEM workforce equipped for responsible, sustainability-driven engineering careers.

University of South Florida

Project Overview: For the past eight years, I have taught Materials Selection using the Ashby approach, and I repeatedly noticed the same pattern: students learned to balance performance and cost, but sustainability remained secondary, often reduced to choosing the recyclable option. I wanted to change that. This intervention redesigns a core project so sustainability becomes part of how students frame materials decisions from the beginning, not an afterthought. Students work in teams to conduct brief interviews with industry professionals in manufacturing, materials processing, or product design, where they see how sustainability factors into real tradeoffs. From those discussions, students define a materials selection problem and apply the Ashby method to compare alternatives, treating sustainability as an intentional criterion alongside performance and cost. Success means students who no longer treat sustainability as separate from engineering judgment. Over time, this structure can be reused, refined, and adapted in other courses within the department.

University of Wisconsin, Stout

Project Overview: This project aims to strengthen sustainability within the packaging curriculum at the University of Wisconsin-Stout by embedding applied lifecycle and policy-driven design tools into existing coursework. As sustainability becomes a core requirement in the packaging industry – driven by consumer expectations, corporate commitments, and regulations such as Extended Producer Responsibility (EPR) – there is a growing need to prepare students with practical, data-driven decision-making skills. This initiative incorporates the EOP Framework to introduce scaffolded learning experiences across two sequential courses. In the 1st course students will conduct lifecycle assessments using industry-relevant software to evaluate and redesign packaging solutions based on measurable environmental impacts. In the 2nd course, students will apply EPR principles to redesign packaging that meets performance requirements while addressing regulatory and sustainability constraints. Ultimately, this work advances a systems-level approach to sustainable packaging design, equipping future engineers with the tools and mindset needed to reduce environmental impacts and meet evolving industry demands.

Wentworth Institute of Technology

Project Overview: This proposal integrates the Engineering for One Planet (EOP) Framework across key courses such as Intro to Engineering, Materials Science, Additive Manufacturing, Capstone, and Design of Prosthetics & Implants, to embed sustainability throughout the engineering curriculum. Rather than treating sustainability as a standalone topic, it will be introduced early and reinforced through materials selection, manufacturing processes, and design decision-making. Planned changes include short modules, case studies, and project-based assignments where students evaluate environmental impacts using tools such as life cycle thinking and material/process comparisons. In upper-level and capstone courses, students will apply these concepts to real-world problems, including medical devices and advanced manufacturing systems, while considering practical constraints. Success will be reflected in students’ ability to incorporate sustainability into their designs and decision-making processes. The broader impact is the development of engineers who can balance performance, cost, and environmental responsibility, while creating a scalable model for integrating sustainability across engineering programs.

West Virginia State University

Project Overview: I propose leveraging the EOP Framework to embed sustainability more explicitly into civil engineering programming by using eco-friendly concrete as a unifying, application-driven theme across coursework and experiential learning. Specifically, I will introduce new modules and revise existing Civil Engineering Materials course in our department to incorporate low-carbon binders (e.g., geopolymer systems, supplementary cementitious materials), life-cycle assessment (LCA), alongside laboratory research activities through which students design and test sustainable concrete mixtures. Success will be reflected in students’ ability to quantitatively evaluate and reduce the carbon footprint of engineering materials, demonstrate systems-level thinking, while designing and producing innovative, sustainable concrete mixtures. The proposed work is expected to enhance student engagement, align their skills with civil engineering industry and societal needs, and foster a sustainability-oriented mindset. Beyond students, the initiative will benefit faculty through interdisciplinary collaboration and contribute to broader institutional goals by strengthening the integration of sustainability into civil engineering.