This project is developing and testing a new approach to teaching engineering and science students that leverages their interest in experiment and experience. Unlike a traditional liberal arts pedagogy involving reading about ethics, discussing the readings, and writing new analyses, this pedagogy uses games to position students in a series of potentially adversarial relationships that force them to confront some of the salient problems of sustainability, including environmental externalities, the Tragedy of the Commons, weak vs. strong sustainability and intra-generational equity. Recent tests allow students at different universities to play the games simultaneously using information communication technologies (ICT). In each game, students must ask themselves the questions related to moral cognition , "What are my obligations to my fellow students?” and moral conation, “What am I willing to risk in my own sense of well-being to meet these obligations?" We hypothesize that this approach will result in students that are actively engaged in learning exercises, and result in an improved ability to identify ethical problems, pose potential solutions, and participate in group deliberations with regard to moral problems.