This paper details the use of retrospective assessment by a multi-institutional partnership to measure the level of student and faculty engagement in the course development process. This partnership includes two universities in the U.S., one in Puerto Rico, and one in Spain and is in the final year of an NSF funded project to integrate sustainability into supply chain management and facility logistics curriculum across institutional boundaries and international time zones. Lessons learned from the assessment are used to identify progress toward learning and pedagogical development goals as well as suggest measures for overcoming engagement barriers.