ABSTRACT
Engineers are increasingly called on to develop sustainable solutions to complex problems. Within engineering, however, economic and environmental aspects of sustainability are often prioritized over social ones. This paper describes how efficiency and sustainability were conceptualized and interrelated by students in a newly developed second-year undergraduate engineering course, An Integrated Approach to Energy. This course took a sociotechnical approach and emphasized modern energy concepts (e.g., renewable energy), current issues (e.g., climate change), and local and personal contexts (e.g., connecting to students’ lived experiences). Analyses of student work and semi-structured interview data were used to explore how students conceptualized sustainability and efficiency. We found that in this cohort (n = 17) students often approached sustainability through a lens of efficiency, believing that if economic and environmental resources were prioritized and optimized, sustainability would be achieved. By exploring sustainability and efficiency together, we examined how dominant discourses that privilege technical over social aspects in engineering can be replicated within an energy context.