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Throughout engineering curriculum there has been a growing focus on sustainability-related learning objectives, oftentimes with the ultimate learning goals being instilling dispositions such as the awareness of the environmental impact of engineering outcomes or concern towards social justice issues. Within this paper, we first provide an overview of an instrument we have developed to evaluate students’ attainment of analogous learning objectives. This instrument, the Sustainability Skills and Dispositions Scale (SSDS), was designed to measure four sustainabilityrelated outcomes: (a) confidence in responding to wicked problems and awareness of (b) global, (c) social, and (d) environmental responsibilities as a designer. The SSDS was implemented pre-post within a course context as part of a multi-university initiative called the Wicked Problems in Sustainability Initiative (WPSI) during the Fall of 2014. The primary objective of this paper was to provide an overview of the reliability of the SSDS and to consider where the SSDS may still be improved for optimal alignment with WPSI objectives and outcomes. Our secondary goal was to consider where WPSI may be improved in the future in light of the survey results, which included the survey items and written reflections. To accomplish this second goal, we first used the SSDS items to compare preand post-course responses overall and on a course-by-course basis. To corroborate findings from this quantitative component, and to elucidate how both WPSI and the SSDS may be refined and improved, our secondary goal was pursued through content analysis of students’ post-course written reflections. Participating instructors’ experiences within WPSI were juxtaposed against these qualitative and quantitative findings to discuss broader implications for engineering education curriculum and to consider future recommendations for WPSI.

Development and Application of the Sustainability Skills and Dispositions Scale to the Wicked Problems in Sustainability Initiative