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Higher education plays an important role in furthering the sustainability agenda, as reflected in a growing body of literature. While there have been several recent reviews of this work, these have been limited in scope and do not explicitly discuss implementations of sustainability in higher education curricula. In response, this paper presents a comprehensive, systematic review of the literature on integrating sustainability into curricula at both an undergraduate and postgraduate level of study in one particular subject area – engineering. A total of 247 articles, of which 70 were case reports, have been analyzed. Twelve future research questions emerged from the analysis, including: the exploration of the knowledge and value frameworks of students and teachers; the exploration of stakeholder influence, including by accreditation institutions, industry partners, parents, and society; and, the use of competencies to evaluate implementations. It is hoped that answering these questions will help to enhance education such that engineers are prepared, engaged, and empowered to confront the environmental, social, and economic challenges of the 21st century. [ABSTRACT FROM AUTHOR]

As the field of civil engineering evolves to address twenty-first century challenges, the demand for creative and innovative thinking rises. Engineering institutions around the nation have begun to integrate sustainability into the curriculum. Topics such as innovation and entrepreneurship are highly correlated with sustainability goals; however, many times they are viewed as market or management-driven principles. The Kern Entrepreneurship Education Network (KEEN) Program was established to transform the U.S. workforce through equipping graduate engineers with an entrepreneurial mindset. This program is based on KEEN student outcomes (KSOs), which can be incorporated into department level, as well as course level, curricula. This paper focuses on the integration of KSOs into a senior civil engineering capstone course through two course activities over two years. KEEN rubrics are used to assess student achievement of the KSOs focused on innovative thinking and productive collaboration. The assessment results indicate that there are existing strengths as well as future opportunities to enhance student performance of innovative thinking and open-ended problem solving--skills that are essential to promoting sustainable design and development. [ABSTRACT FROM AUTHOR]