(376m) Fostering Holistic Understanding of Sustainability through a Mixed-Methods Study in Foundry-Guided Courses

The present study explores how graduate students' comprehension of sustainability principles evolve through their engagement in courses guided by the Renaissance Foundry Model (i.e., Foundry) – an innovation-driven learning platform. Investigating this topic is highly relevant for Chemical Engineering and related STEM curricula, as it aligns well with the theme of fostering sustainability and global awareness in the classroom as a foundation to develop holistic-style professionals. In accordance, scholars and leading professional organizations, including the National Academy of Engineering (NAE) (2013, 2023), Lemelson Foundation (2023), and the National Science Foundation (NSF) (2023) emphasize the importance of incorporating sustainability principles and design thinking approaches into engineering education to nurture future professionals capable of addressing intricate global challenges. According to the NSF (2023) “The complex problems facing society in the 21st Century, including the impact of the COVID-19 pandemic, demand changes to the way engineers are educated and the integration of new modes of learning for engineering students. For example, solving the National Academy of Engineering (NAE) Grand Challenges will require engineers who not only have deep technical knowledge, but also an understanding of the societal and global contexts in which those problems occur.” To this end, incorporating key concepts like interdisciplinary collaboration, innovation-driven learning, critical thinking, prototype development, and sustainability principles into engineering curricula are essential components to the development of this type of professional.

Further, with respect to sustainability, the Lemelson Foundation (2023) has made significant efforts in the development of the Engineering for One Planet (EOP) framework which offers a taxonomy of nine principles relevant to understanding different layers of sustainability in design. These principles include, for example, systems thinking, social responsibility, materials selection, critical thinking, teamwork and communication, business responsibility, and environmental literacy, which are not only relevant to chemical engineering concepts, but emphasize the design thinking aspects of the discipline. In tandem with an innovation-driven learning platform, like the Foundry, students are responsible for developing a prototype of innovative technology that addresses a community-centered challenge with a real-world application that incorporates sustainability with design thinking processes and community collaboration (Wagale et al., 2023, 2024). Thus, wherein the EOP framework emphasizes the integration of sustainability principles across various disciplines, the Foundry provides students with hands-on, project-based learning experiences through community immersion trips that foster design thinking, community engagement, and innovation (Pabody et al., 2023).

In this IRB approved research, we propose a mixed-methods study that examines graduate students' understanding of sustainability before and after participating in Foundry-guided courses related to an NSF-NRT program at Tennessee Tech University. Two courses offer the context for this study: Introduction to Food-Energy-Water (FEW) Nexus and FEW Nexus Challenges, both Foundry-guided courses with immersion experiences, with the second course emphasizing the EOP framework in design processes. These courses provide students with opportunities to apply these concepts to real-world challenges, fostering a holistic understanding of sustainable practices and innovative problem-solving by developing Prototype of Innovate Technology (PIT). The data collected will encompass survey responses assessing pre- and post-course understanding, as well as reflective entries from students' personal class binders (PCBs) throughout the course (Rawlings et al., 2005). The primary analysis for this study will involve qualitative evaluation of students' PCB entries and quantitative analysis of survey responses, allowing for a comprehensive assessment of students' growth in understanding sustainability aspects. Relevant implications from this study will highlight effective pedagogical strategies for integrating sustainability into chemical engineering curricula, ultimately contributing to the development of globally conscious and responsibly innovative engineers. Future steps related to this research include longitudinal studies tracking students' retention and application of sustainability concepts in their professional endeavors, as well as the potential expansion of Foundry-guided courses across various engineering disciplines.