A Vision for Sustainability and STEAM

Envirolution is pleased to share with you the draft of Envirolution’s strategic plan for the upcoming period. As we journey towards finalizing our roadmap by the end of August 2024, your insights and feedback are invaluable to us. This plan is a reflection of our commitment to driving innovation in STEAM and sustainability education, and we believe that your meaningful contributions will only enhance its impact.

Please take a moment to review our strategies and share your thoughts, suggestions, and any experiences you feel could enrich our collective vision. More sections will be posted shortly. Feel free to suggest a section that you want Envirolution to work on. Together, let’s shape a future that is as sustainable as it is enlightening. Thank you for being an integral part of our journey.

Section One: Expand Educational Programs

Objective: Scale educational programs, including Project ReCharge, Career Quest, and EDGE2 to more cities and states, integrate innovative STEAM (Science, Technology, Engineering, Arts, and Mathematics) content, and promote gender diversity in energy and engineering fields.


  • Number of New Cities/States Reached Annually: Aim to expand educational programs to 3-5 new cities or states each year, depending on logistical capabilities and funding availability. This expansion rate is considered ambitious yet achievable for a growing organization and is based on the expansion rates of similar educational initiatives (Doe, 2016).
  • Percentage Increase in Female Participants: Target a 10-15% annual increase in female or underrepresented students participating in STEAM programs. This goal aligns with national efforts to enhance gender diversity in STEM fields (Friedmann, 2018).
  • Diversity in Student Demographics: Aim for a 10-15% annual increase in participation rates among Black, Hispanic, Asian, and Native American students in STEAM programs. This initiative seeks to not only enhance gender diversity but also ensure racial and ethnic representation within STEM fields, reflecting the broader national efforts to create equitable opportunities in education and career (Liu, 2022).
  • Click here to share your feedback.

Section References

Doe, Tina. Full steam ahead. International Journal of Innovation, Creativity and Change 2, no. 3 (2016): 82-94. https://rb.gy/c0m42p

Friedmann, E. (2018). Increasing women’s participation in the STEM industry: A first step for developing a social marketing strategy. Journal of social marketing8(4), 442-460. https://doi.org/10.1108/JSOCM-12-2017-0086 Liu, J. (2022). Research on challenges and solutions in elementary schools’ STEAM education promotion in rural China. BCPSSH Conferences, 19(1). https://dx.doi.org/10.54691/bcpssh.v19i.1637

Section Two: Develop a Sustainable and Innovative Curriculum through Open Architecture

Objective: Merge the expansion of academic offerings with the adoption of an open architecture approach to develop a curriculum that emphasizes sustainability, STEAM, and continuous innovation (Travitzki, & Kelian, 2019).


  1. Number of Sustainable and STEAM-focused Program Offerings: Track the introduction of new or expanded programs that integrate sustainability and STEAM principles, aiming for a year-over-year increase (Thomas, 2009).
  2. Integration of Open Architecture Resources: Measure the number of new resources and tools integrated into the curriculum that support sustainability and STEAM education, reflecting the open architecture’s flexibility and adaptability (Abdirad & Dossick, 2016).
  3. Curriculum Updates and Innovations: Monitor the frequency and impact of curriculum updates made possible through the open architecture approach, focusing on enhancements that promote sustainability and STEAM learning (Needles, 2022).
  4. Stakeholder Engagement and Feedback: Collect and analyze feedback from students, educators, and participants on the relevance, impact, and quality of the green curriculum and the effectiveness of the open architecture model (Zizka et al., 2021).
  5. Please click here to share your feedback.

Section References

Abdirad, H., & Dossick, C. S. (2016). BIM curriculum design in architecture, engineering, and construction education: a systematic review. Journal of Information Technology in Construction (ITcon)21(17), 250-271. https://rb.gy/p0fpef

Needles, T. (2022). Steam power: Infusing art into your stem curriculum. International society for technology in education. https://rb.gy/rrse73

Thomas, I. (2009). Critical thinking, transformative learning, sustainable education, and problem-based learning in universities. Journal of Transformative Education, 7(3), 245-264. https://doi.org/10.1177/1541344610385753.

Travitzki, R., & Kelian, L. L. A. (2019). Open architecture curriculum: Towards an education committed to pluralist democracy. International Education Journal: Comparative Perspectives18(1), 93-110.  https://rb.gy/cxnrd7 Zizka, L., McGunagle, D. M., & Clark, P. J. (2021). Sustainability in science, technology, engineering and mathematics (STEM) programs: Authentic engagement through a community-