Societal challenges, particularly those identified in the UN Sustainable Development Goals (UN SDGs), are not one-size-fits-all and neither are their solutions. Design solutions need to consider the diversity of the community, and for those solutions to be optimal, stakeholder perspectives that represent that diversity must be included. This session will engage participants from all engineering disciplines in discussions and activities designed to help consider how to address sustainable design in engineering curricula in an inclusive manner. The presenters will pose questions and lead activities to help participants think about how to draw connections among the UN SDGs and ABET EAC criteria, and in doing so, strategize about how to teach inclusion in two ways: apply inclusive teaching and assessment strategies in the classroom and teach students to employ inclusive practices such as principles of universal design in their work. The stage will be set by using the codes of ethics from professional societies such as the American Society of Civil Engineers and the American Institute for Chemical Engineers to establish a foundation of diversity and inclusion as a matter of ethics.