The overall research aim of this NSF PFE RIEF project was to improve the professional formation of engineers by integrating sustainability within engineering education programs. The objectives included initiating research into: the attitudes of engineering faculty and students toward sustainability; the effectiveness of integration approaches within undergraduate engineering courses; and engineering-identity formation processes in 4th grade students. A previously-reported faculty survey indicated general support for integrating sustainability into engineering education, and a desire for associated professional development opportunities. Survey results helped motivate the creation of an engineering education research center, and a workshop series on education research methods facilitated in-part by internationally-recognized experts. The Engineering Professional Responsibility Assessment was administered to two consecutive cohorts of engineering seniors and results indicated students are significantly motivated by the perception that the engineering profession helps society, and they identified specific courses and experiences within and outside of the engineering program which influenced this motivation. The PIs also developed, implemented and reported on an engaging engineering course module to integrate sustainability, which students described as enjoyable, challenging and effective in their learning on a contemporary and contentious engineering application: "fracking". Finally, the Draw an Engineer Test was administered to local 4th grade students, and results inspired the exploration of the Identity-Based Motivation framework to inform future educational interventions aimed at diversifying engineering-identity formation processes.
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