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This work in progress investigates how the role of an educational intervention that coupled sustainability principles with an innovation-driven learning platform guides students through the development of a protype of innovative technology. Specifically, the intervention includes the purposeful pairing of the Engineering for One Planet (EOP) framework1 with the Renaissance Foundry model (i.e., the Foundry)2 in an undergraduate chemical engineering course that requires student teams to address societal challenges as learning outcomes. We argue that pairing the EOP framework with the Foundry results in an increase in students' sustainability efforts in the design of their prototype of innovative technology that addresses identified societal challenges. A preliminary analysis is presented comparing outcomes from two semesters of the CHE 3550, Transfer Science II (Fluids), course, which is a three-credit hour course with an additional one credit of laboratory work (CHE 3551). Preliminary implications related to holistic engineering education efforts and socially relevant learning will be presented and discussed.