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This paper presents four years (2021-2024) of data from a study that aims to understand engineering students' environmental awareness and pro-environmental behavior at different levels in a prominent HBCU. Through extensive surveys developed as part of this project, students' ecological knowledge and higher-level environmental behavior were explored. In this context, the study also investigated their willingness and preparedness to pursue careers in the industries developing sustainable resources. With a focus on imparting these qualities, a pedagogical system with a comprehensive pool of interventions has been designed and implemented in a senior-level mechanical engineering course. The paper summarizes the survey development process and the data that explores the impact of the intervention on students' ecological knowledge, behavior, attitudes, and job decisions. The study indicates that early academic interventions can shape students' environmental attitudes and behavior and help prepare a diverse renewable energy workforce for the future. 

Active learning and science communication have previously been separated in the literature. A science communication course was developed for graduate students within a Geosciences department to educate students on how to communicate about the research they are completing while pursuing their degree. This course used active learning techniques throughout the education of the material to engage students. This article aids in bridging the gap between active learning and science communication in this graduate level science communication course. The initial premise of this study was to see how graduate students connected using active learning techniques to enhance their science communication. However, through class observations and one-on-one interviews, it was found that students did not realize the methods that were being used in class for instruction were active learning techniques. Students were not connecting the dots with the information that they were learning about communication was given to them in active learning formats. Those active learning formats could also be used to enhance their own communication techniques when discussing the research that is being conducted. Conclusions from this work generate methods of how active learning can be incorporated in science communication to improve how students learn how to talk about their research which also contributes to the advancement in the scholarship of teaching and learning around science communication. 

This study meticulously probes the evolution of engineering undergraduates' attitudes and skills related to renewable energy and sustainability over two years at two institutions in the Southeastern United States. Data were intensively collected in two phases – fall 2022 and spring 2024 – amassing over 250 initial and upwards of 200 follow-up responses. This rigorous effort culminated in over 150 complete and matched datasets subjected to detailed examination. A bespoke, five-part survey was employed to capture the complex spectrum of students' attitudes. Our analytical approach incorporated ANOVA; these results indicated minimal group variances across most survey dimensions, hence suggesting a uniformity in perceptions. Paired sample tests brought to light a minor, but statistically significant increase in sustainability-related knowledge. The educational methods employed included hands-on projects, seminars, and group assignments focused on various aspects of renewable energy and sustainability. These incremental yet impactful changes highlight the potential of precise educational strategies to effectively mold student perspectives towards sustainability. By integrating solid statistical techniques and delving into the broader educational implications, this study provides valuable insights into the refinement of a sustainability-centered engineering curricula.