This innovation to practice full paper presents the Consumption Journey Tool for sustainability awareness. Sustainability and environmental issues are current topics that industries, governments, and academia have studied and embraced. It is known that depletion, scarcity, pollution, and global warming are latent threats to human activities as we know them. As a challenge, academic institutions have been including sustainability topics in their curricula through elective courses, project-based activities, and course modules. Commonly, these approaches aim to create more conscious thinking about and efficient use of resources, savings, environmental impact, lifecycle analysis, and the design and re-design of products or services with reduced resource consumption and higher sustainability performance. The existing approaches considering sustainability focus primarily on the external perspective through the lifecycle of the products, ignoring the internal habits of the consumers. They do not include an analysis of individual consumption. However, it is critical to understand individual behaviors and how those behaviors influence the decision-making process of the designers. This paper describes a practical tool developed to improve engineering students' sensitivity and critical thinking about their environmental impact in daily activities. The instrument is named the Consumption Journey Tool, and it is based on the Design Thinking framework. The tool was introduced in an elective course of Industrial Ecology for four-year engineering students. The authors developed and used an assessment instrument to evaluate the students' perceptions of sustainability issues before and after the Consumption Journey Tool implementation. The initial assessment shows students demonstrated higher engagement and self-consciousness about their impact on resources after using the tool.

This work-in-progress paper will discuss the evolving response by an engineering education center to proposed changes in the ABET general criteria for accrediting engineering programs relating to diversity, equity, and inclusion (DEI). ABET is a "nonprofit, ISO 9001 certified organization that accredits programs in applied and natural science, computing, engineering and engineering technology." The paper will discuss the plan of the Leonhard Center for the Enhancement of Engineering Education located in the College of Engineering at Pennsylvania State University to help faculty and departments meet the proposed changes in ABET criteria relating to diversity, equity, and inclusion. In addition, the College’s strategic plan calls for the integration of DEI into the curriculum, leading to a changing emphasis in the work being done in the Center. This paper would likely be of interest to engineering educators and other faculty developers who will have to demonstrate that their engineering programs meet ABET accreditation requirements or have similar strategic goals. In addition, the paper will describe current and evolving efforts to date as well as discuss the challenges that occurred during the development of the DEI curricular integration and training plan.

In this Work-in-Progress (WIP) paper, we share how we address the urgent need to prepare Science, Technology, Engineering, and Mathematics (STEM) teachers and faculty with 21 st-century teaching and learning knowledge and skills. Engineering education is now provided across all levels of learning and yet a major constraint is the number of teachers and informal educators prepared to teach engineering content. While engineering higher education faculty are likely in possession of strong discipline-specific knowledge, they often enter the workforce without formal pedagogical training. Faculty may be lacking guidance on how to develop best-practice approaches for pedagogical content knowledge or how to effectively teach students literacy within a discipline. Across our nation's educational landscape, engineering education graduate programs housed in engineering and education schools are striving to meet this ongoing demand for more and qualified engineering educators. At our university, we are looking to enter this market and develop a master's level program in engineering education focusing on providing discipline-specific, evidence-based pedagogy to students with engineering backgrounds and students with education backgrounds. This work, based on current gathered data and perspectives, raises fundamental questions about audience, purpose, and transformative approaches.

Nowadays, companies, governments, and designers are concerned about the environmental impact derived from the development of new products. In light of this trend, the concept of Circular Economy (CE) is gaining relevance since CE enables a set of strategies to avoid and reduce resource consumption, energy, and emissions derived from transforming raw material into functional products. These strategies also imply extending product lifespan, keeping their value as long as possible, and closing the loop of materials involved in such products. Future engineers will face the CE model, which involves a radical shift from the current linear model based on throw-away practices. Therefore, there is a need to educate professionals with knowledge in the topic and advance the research in the field. However, CE has not been yet globally introduced in the engineering curriculum in many parts of the world, and the research in the field has also been limited. CE has not been widely adopted yet as a strategy for the sustainable development of new products. Consequently, this article reviews and summarizes the research work and some implementation initiatives on CE in learning activities for engineering students during the last 10 years following a systematic approach. Results of the study provide a broad viewpoint in terms of where the research work is taking place and the means of disseminating the results. Additionally, an analysis based on the content reflects the methodological approaches used to introduce CE in the curriculum. Finally, the literature review also identifies the focus areas of the CE research and the emphasis during the life cycle of the products. This work also reflects on some challenges for implementing CE in the engineering curriculum. The analysis presented in this article serves as a keystone for educators, lecturers, and researchers in engineering education to include and implement CE strategies and methodological tools in the curriculum of engineering and advance the research work in this area.

Nowadays global collaborative environments in the corporate world require engineers with professional global competences. In response to such need, different active-learning initiatives have been introduced in academia to prepare engineering students with the necessary knowledge, skills and attitude to be competitive in the global market. Consequently, multinational design projects have been used by the authors as means of introducing professional global skills to engineering students while exposing them to a project-based learning experience. This educational activity faces many challenges including cultural and academic background differences, language and time zone barriers, and issues with communication tools among others. Therefore, this activity is expected to motivate students so they can start developing the professional skills that will help them to overcome difficulties and to carry out the project successfully. This work studies the motivation of students before and after participating in a multinational design project and makes a comparison of this parameter's results based on the effect of gender. To accomplish this objective, the Intrinsic Motivation Inventory (IMI) was adapted to the multinational experience and administered to the participating students. For this study, three motivation constructs are taken into consideration: (a) interest/enjoyment, (b) perception of choice, and (c) perceived competence. Results are discussed based on the research questions posted for this work, and some reflections based on the results are presented.

Engineers and information technology professionals often work in international settings or teams, as well as across diverse cultures in today's global economy. Ever expanding globalized society has required updates in organizational procedures and practices, especially for engineering and information technology organizations, to keep up with increasingly competitive and technology-oriented markets. Professional accreditation organizations (e.g., ABET, Inc.) also recognized that it is necessary to develop programs to prepare globally competent graduates. In this paper, our primary emphasis is on understanding students' interest in global awareness. As the theoretical framework, we use Model of Domain Learning (MDL) - a learning theory that has a three-pronged approach to the conceptualization of learning in a domain, covering interest, knowledge and strategic processing. Students' interest in a domain changes from situational to individual as they develop from novice to proficient in the domain. Therefore, we propose interest as an additional construct to measure students' global awareness. We developed an instrument to effectively measure students' global awareness development and engagement throughout their education. In this paper, we present our preliminary findings for the proposed global awareness interest assessment framework and also analyze factors affecting engineering and technology students' global awareness interest.

The complex and multidisciplinary nature of today's engineering problems demands that new graduates excel in not only technical knowledge but also teamwork skills. In fact, the lack of effective teamwork has been identified among the most important factors contributing to the high failure rate of complex engineering projects. In this paper, we focus on engineering students' attitudes toward teamwork, their self-efficacy and interest in teamwork knowledge, skills, and abilities. Self-efficacy in a domain is an important construct that can predict whether or not someone is willing to undertake a challenge in that domain. Research suggests that the sufficient level of self-efficacy can encourage personal growth and skill development. The relevant research also points out that interest is a construct that can predict students' professional development in a domain. For example, as someone becomes an expert in a domain, his/her interest in the domain becomes individual, which means there is a long-term personal connection resulting in further exploration of the domain. In this paper, we postulate that the development of students in teamwork knowledge, skills and abilities can be tracked by the progress in their teamwork interest. In addition, we argue that interest development should be measured as a part of the assessment efforts to evaluate the professional skills development of students. We have developed and validated an instrument to measure teamwork efficacy and interest. The instrument was used to collect data in a geographically distributed university. The collected data were analyzed to identify the factors affecting students' attitudes toward interest and self-efficacy in teamwork as well as their relationships. The preliminary results indicated that students had a high level of self-efficacy and a low level of interest, which makes it challenging to improve students' teamwork skills.