Universities provide an environment which can teach and promote positive changes within society. In engineering, the most current trend of change concerns the topic of sustainability. Regretfully, there is a significant discrepancy between established sustainability concepts and the current engineering practice. Nevertheless, undergraduate engineering programs have made some efforts in integrating sustainability principles and practices into their curriculum. Furthermore, sustainable development is actively promoted within professional engineering bodies and accreditation boards around the world. Efforts have thus set the table, but to what extent has sustainability been integrated into the engineering curriculum? The American Society of Civil Engineers (ASCE) Body of Knowledge 2 (BOK2) suggests a matrix of sustainable outcomes for curriculum which are organized through Bloom's Taxonomy of Educational Objectives. These objectives include: knowledge, comprehension, application, analysis, synthesis, and evaluation. This matrix thus provides a great starting point for curriculum targets; however, there is still a need for a method of curriculum assessment. This paper proposes an assessment methodology which provides a means for gap and overlap identification within the content and delivery of engineering undergraduate curriculum. Through better alignment of learning objectives, this method of assessment provides the opportunity for programs to more efficiently achieve their targeted sustainability outcomes. Two courses from the Civil Engineering program at the University of New Brunswick are used to demonstrate this assessment method. These courses demonstrate that knowledge and comprehension have been attained, with subsequent courses having the potential to reach evaluation. These results are likely indicative of numerous engineering programs and can thus help these programs move towards higher levels of sustainability outcomes.
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