Assessing the Integration of the EOP Framework into First- and Second-Year Engineering Courses

The integration of sustainability into engineering is not a new concept but is becoming ever more important for dealing with world issues such as climate change.Finding ways to integrate discussions of sustainability into coursework is imperative.This paper presents the integration of the Engineering for One Planet (EOP) Framework -an environmental, economic, and social optimization paradigm -into two undergraduate engineering courses at Mercer University to embed sustainability and systems thinking early into engineering education.In Introduction to Engineering Design, first-year students traditionally engage in two projects focused on the engineering design process.To broaden the scope of learning, discussions were incorporated that require students to explicitly consider and balance environmental, social, and economic factors within their design decisions.In Statics and Solid Mechanics, a second-year course, students typically design a beam using concepts of statics and mechanics of materials, using a single material.As a new approach, students analyzed and compared beam designs using three different materials-steel, concrete, and wood-evaluating each option based on CO emissions, durability, and cost.This comparative analysis encouraged students to reflect on the environmental and economic trade-offs inherent in engineering design.Data collected through pre-and post-surveys was used to assess student understanding of how engineering design decisions can have both environmental and economic impacts.This paper discusses the pedagogical approach, implementation, and initial outcomes of integrating the EOP Framework into core engineering courses, offering a model for others seeking to embed sustainability into the engineering curriculum.Student feedback and results will also be used to update course content for future semesters.