The Framework in Use

ASU modified a core, second-year course that uses project-based learning as a vehicle to deliver EOP Framework content to students across multiple engineering disciplines. The modified course was taught in a total of 14 sections, reaching 400 students. Read about ASU’s EOP effort in their ASEE publication, Student Recognition, Use, and Understanding of Engineering for One Planet Competencies and Outcomes in Project-based Learning.

OSU integrated the Framework into students’ academic and social systems by leveraging a new, college-wide first-year engineering experience, revising existing upper-division classes, and creating a new co-curricular pathway. The project reached more than 2,000 students from all five engineering schools in the College of Engineering – Nuclear Science and Engineering; Civil and Construction Engineering; Chemical, Biological, and Environmental Engineering; Mechanical, Industrial, and Manufacturing Engineering; and Electrical Engineering and Computer Science.

UCF integrated Framework learning outcomes into a total of eight undergraduate and graduate courses, reaching over 300 students, and delivered a workshop to expose other faculty to the concepts and goals of the program.

UMD introduced learning outcomes from the Framework in 10 required courses in Civil and Environmental and Mechanical Engineering which together enroll 1,550 undergraduate students. The project’s heterogeneity helped the change team learn what is required to work together and across disciplines. They are leveraging the lessons learned and relationships they developed to expand EOP to other departments. Read about UMD’s EOP effort in their ASEE publication, Environmentally and Socially Responsible Engineering – Assessing Student Empowerment and access teaching resources here.

Villanova developed and delivered intensive faculty workshops where participants created plans to incorporate learning outcomes from the Framework into their classes and assess the effectiveness of their method(s). This bottom-up approach allowed faculty to select the outcomes that fit into their courses most naturally, reaching 36% of undergraduate students and 26% of graduate students. Read about Villanova’s EOP efforts in their ASEE publication, Including Principles of Sustainability in Design by Implementing the Engineering for One Planet Framework.