Localized carbon reduction strategies are especially critical in states and regions that lack top-down climate leadership. This paper illustrates the use of coupled systems in assessments of subnational climate solutions with a case study of Georgia, a state located in the southeastern United States that does not have statewide climate goals or plans. The paper illustrates how robust place-specific plans for climate action could be derived from foundational global and national work and by embedding that research into the context of socio-ecological-technological systems. Our replicable methodology advances the traditional additive sectoral wedge analysis of carbon abatement potential by incorporating solution interdependencies and by spanning both carbon sources and sinks. We estimate that a system of 20 solutions could cut Georgia’s carbon footprint by 35% in 2030 relative to a business-as-usual forecast and by 50% relative to Georgia’s emissions in 2005. We also produce a carbon abatement cost curve that aligns private and social costs as well as benefits with units of avoided CO₂-e. The solutions are affiliated with various social co-costs and co-benefits that highlight societal concerns extending beyond climate impacts, including public health, environmental quality, employment, and equity. Significance Only 22 states in the United States have climate action plans, and of these, only six consider carbon mitigation, negative emissions, and equity issues. In the absence of robust federal or state policy action, there is a need for subnational carbon abatement planning. However, many of the most robust frameworks for carbon abatement are at a global or national scale. We provide a framework for localizing an existing global roadmap of climate solutions for Georgia, a state located in the southeastern United States. We thereby provide a replicable model that documents how subnational actors can evaluate high-potential emission reduction and carbon removal solutions while considering systems of solutions and taking into account social, ecological, and technological issues and priorities.

For sustainable engineering to contribute to sustainability, curricular reforms are needed to train sustainability-conscious engineers. Examining student perceptions of sustainability education can provide insights for benchmarking the current quality of a curriculum and for identifying strategies for reforming a curriculum. Thus, the goal of this study was to examine student interest in, knowledge of, and experiences related to sustainability in civil and environmental engineering (CEE) at the Georgia Institute of Technology (Georgia Tech). A survey was developed and administered to students (n=153) enrolled in CEE capstone courses. The results indicated that although students are interested in sustainable development, there is potential for further enhancing sustainability learning. In addition, students reported that CEE courses strongly impacted their learning, which underscores the importance of curricular quality. Finally, although students were generally satisfied with CEE sustainability ed...

Engineers are increasingly called upon to develop and implement innovative solutions that serve a growing population, while simultaneously exploiting fewer resources and minimizing environmental impacts. As such, improvements in undergraduate curricula are needed to train students to operate under a sustainable development paradigm. A learning-cycle-based sustainability module was adapted and implemented in a cornerstone design course within a civil engineering program at a large, research-intensive institution in the United States. One cornerstone cohort participated in a peer-lecture version of the module, while the second cohort participated in a peer-discussion version. Concept maps, scored using three different methods, were used to measure changes in students’ sustainability knowledge. A self-report survey was used to measure changes in students’ perceptions of their sustainability knowledge and skills. Students in both the peer-lecture and peer-discussion cohorts demonstrated improved sustainability knowledge networks and confidences after participation in the module. However, peer-lecture students showed greater improvements in knowledge connectedness (a feature of expert-like knowledge) than peer-discussion students. Regardless of cohort, cornerstone students demonstrated greater gains in knowledge and confidence than did a cohort of capstone students who participated in an earlier implementation of the module. Future implementations may be most impactful if the peer-discussion format is integrated into early design courses.

Subnational entities are recognizing the need to systematically examine options for reducing their carbon footprints. However, few robust and comprehensive analyses are available that lay out how US states and regions can most effectively contribute. This paper describes an approach developed for Georgia—a state in the southeastern United States called “Drawdown Georgia”, our research involves (1) understanding Georgia’s baseline carbon footprint and trends, (2) identifying the universe of Georgia-specific carbon-reduction solutions that could be impactful by 2030, (3) estimating the greenhouse gas reduction potential of these high-impact 2030 solutions for Georgia, and (4) estimating associated costs and benefits while also considering how the solutions might impact societal priorities, such as economic development opportunities, public health, environmental benefits, and equity. We began by examining the global solutions identified by Project Drawdown. The resulting 20 high-impact 2030 solutions provide a strategy for reducing Georgia’s carbon footprint in the next decade using market-ready technologies and practices and including negative emission solutions. This paper describes our systematic and replicable process and ends with a discussion of its strengths, weaknesses, and planned future research.