Abstract
AbstractProfessional practice within civil and environmental engineering demands that practitioners within the field have knowledge of sustainability. Engineering education has attempted to reflect this standard, as noted in statements of expected student outcomes from ABET. Yet, the degree of integration of sustainability in engineering education is varied and inconsistent across and within institutions of higher learning. In order to address this issue, this study investigates one of the potential barriers to integrating sustainability into undergraduate engineering classrooms: educators’ beliefs regarding sustainability. The two-fold relationship between civil engineering faculty beliefs about sustainability and actual practice of integrating and incorporating sustainability within their classrooms is investigated in this study. Using thematic analysis of semistructured interview data; we present three personas that emerged from the data set. These personas represent characteristics shared among partic...
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