| Overall Rating | Silver |
|---|---|
| Overall Score | 63.01 |
| Liaison | Holli Fajack |
| Submission Date | May 9, 2024 |
California State University, Long Beach
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
3.01 / 8.00 |
Holli
Fajack Sustainability Manager Office of Sustainability, Beach Building Services |
"---"
indicates that no data was submitted for this field
Part 1. Institutional sustainability learning outcomes
Yes
Which of the following best describes the sustainability learning outcomes?:
Sustainability-supportive
A list of the institution level sustainability learning outcomes:
Institutional Outcomes highlight the knowledge, skills, and abilities all students are expected to have upon graduating from CSULB. In 2022, CSULB updated its institutional outcomes to reflect the larger mission of the institution.
Graduates of CSULB will:
1. Demonstrate a strong liberal education foundation in oral and written communication, critical thinking, quantitative reasoning, and information literacy skills to become civically engaged human beings
2. Integrate foundational knowledge with disciplinary or professional competency to successfully lead personal, civic, and professional lives they consider meaningful
3. Value equity, diversity, social justice, and global citizenship and promote the public good in local, national, and global communities
4. Promote and participate respectfully with our diverse community. Actively engage in self-reflection and critical analysis of one’s perspectives and biases and value other’s perspectives
5. Integrate and engage in evidence-based decision-making, life-long learning, curiosity, collaboration, innovation, critical thinking and research, and creative activities in understanding and analyzing the world
6. Cultivate physical/mental health and well-being of self and community, and promote economic, socio-cultural, and environmental sustainability to thrive.
Graduates of CSULB will:
1. Demonstrate a strong liberal education foundation in oral and written communication, critical thinking, quantitative reasoning, and information literacy skills to become civically engaged human beings
2. Integrate foundational knowledge with disciplinary or professional competency to successfully lead personal, civic, and professional lives they consider meaningful
3. Value equity, diversity, social justice, and global citizenship and promote the public good in local, national, and global communities
4. Promote and participate respectfully with our diverse community. Actively engage in self-reflection and critical analysis of one’s perspectives and biases and value other’s perspectives
5. Integrate and engage in evidence-based decision-making, life-long learning, curiosity, collaboration, innovation, critical thinking and research, and creative activities in understanding and analyzing the world
6. Cultivate physical/mental health and well-being of self and community, and promote economic, socio-cultural, and environmental sustainability to thrive.
Part 2. Program-level sustainability learning outcomes
10,921
Number of graduates from degree programs that require an understanding of the concept of sustainability:
1,382
A brief description of how the figure above was determined:
The Office of Sustainability reviewed the department-level learning outcomes of every academic program to identify those that included sustainability-related student learning outcomes. We then contacted the university’s Institutional Research & Analytics (IRA) department to request the total number of graduates (undergrad and grad) from the academic year 2022-23 and the total number of graduates (undergrad and grad) from programs that were identified as containing sustainability-related learning outcomes.
A total of 15 undergraduate and graduate programs with sustainability learning outcomes were identified and the number of graduates from those programs was used to tabulate the reported number.
A total of 15 undergraduate and graduate programs with sustainability learning outcomes were identified and the number of graduates from those programs was used to tabulate the reported number.
A list of degree programs that require an understanding of the concept of sustainability:
B.S. Mechanical Engineering
Students will have the ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
B.S. Aerospace Engineering
Students will have the ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
B.S. Biomedical Engineering
Students will have the ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors and to recognize ethical professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
B.S. Civil Engineering
Students will have the ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
B.S. Computer Engineering
Students will have the ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability. Understanding the impact of engineering solutions in a global, economic, environmental, and societal context.
B.S. Environmental Engineering
Students will have the ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
Students will have the ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
B.S. /M.S. Nursing
Lead research, innovation, and problem-solving in response to the grand challenges threatening the pillars of our society such as racism, water and air quality, climate change, displaced populations, poverty and homelessness, violence, and civil unrest. Build knowledge in and across a variety of disciplines to advance the university’s regional and global engagement and its role in the broader economic, civic, workforce, and cultural priorities of our region. Build infrastructure and adopt practices to promote sustainability and withstand climate uncertainty.
B.S./ M.S. Criminology, Criminal Justice, and Emergency Management
Criminal Justice: Analyze the role of ethics, diversity, culture, racism, white supremacy, political power, and corporate power in the components of the CJ system. Examine the role of criminology as theory and criminal justice as practice in perpetuating and/or challenging oppressive hierarchies. Emergency Management: Participate in team building and mutual learning processes, incorporating ethical principles and public value into the discourse. Promote the value of including diverse community voices in pre-disaster capability building and effectively communicate multifaceted disaster risk problems.
B.S. Geology
Students will value equity, diversity, social justice, and global citizenship and promote the public good in local, national, and global communities. Students will promote and participate respectfully in our diverse community.
Students will cultivate physical/mental health and well-being of self and community, and promote economic, socio-cultural, and environmental sustainability to thrive. (NOTE: This is listed under the institutional learning outcomes)
B.A./B.S. Environmental Science and Policy
Students will have the ability to apply economic principles to analyze environmental problems, work as members of an interdisciplinary team to solve environmental problems and apply natural and social sciences to solve environmental problems.
B.S. Earth Science
Students will value equity, diversity, social justice, and global citizenship and promote the public good in local, national, and global communities. Cultivate physical/mental health and well-being of self and community, and promote economic, socio-cultural, and environmental sustainability to thrive.
M.S. Sustainability Management and Policy
Students will learn how the interaction of environmental, economic, and social values interact to foster or hinder sustainability and sustainable practices.
Students will learn how to develop proficiency with data collection, analysis, and representation on a range of sustainability-related topics
Students will learn to define and apply sustainability principles and practices within professional responsibilities.
Students will learn how to analyze and experience local, national, and global sustainability across disciplines
B.F.A. Interior Design
Students will develop and create design solutions that demonstrate a strong sense of civic responsibility and ethical practice about designs that impact local and global society.
B.A. Design
Students will develop and create design solutions that demonstrate a strong sense of civic responsibility and ethical practice about designs that impact local and global society.
Students will have the ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
B.S. Aerospace Engineering
Students will have the ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
B.S. Biomedical Engineering
Students will have the ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors and to recognize ethical professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
B.S. Civil Engineering
Students will have the ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
B.S. Computer Engineering
Students will have the ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability. Understanding the impact of engineering solutions in a global, economic, environmental, and societal context.
B.S. Environmental Engineering
Students will have the ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
Students will have the ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
B.S. /M.S. Nursing
Lead research, innovation, and problem-solving in response to the grand challenges threatening the pillars of our society such as racism, water and air quality, climate change, displaced populations, poverty and homelessness, violence, and civil unrest. Build knowledge in and across a variety of disciplines to advance the university’s regional and global engagement and its role in the broader economic, civic, workforce, and cultural priorities of our region. Build infrastructure and adopt practices to promote sustainability and withstand climate uncertainty.
B.S./ M.S. Criminology, Criminal Justice, and Emergency Management
Criminal Justice: Analyze the role of ethics, diversity, culture, racism, white supremacy, political power, and corporate power in the components of the CJ system. Examine the role of criminology as theory and criminal justice as practice in perpetuating and/or challenging oppressive hierarchies. Emergency Management: Participate in team building and mutual learning processes, incorporating ethical principles and public value into the discourse. Promote the value of including diverse community voices in pre-disaster capability building and effectively communicate multifaceted disaster risk problems.
B.S. Geology
Students will value equity, diversity, social justice, and global citizenship and promote the public good in local, national, and global communities. Students will promote and participate respectfully in our diverse community.
Students will cultivate physical/mental health and well-being of self and community, and promote economic, socio-cultural, and environmental sustainability to thrive. (NOTE: This is listed under the institutional learning outcomes)
B.A./B.S. Environmental Science and Policy
Students will have the ability to apply economic principles to analyze environmental problems, work as members of an interdisciplinary team to solve environmental problems and apply natural and social sciences to solve environmental problems.
B.S. Earth Science
Students will value equity, diversity, social justice, and global citizenship and promote the public good in local, national, and global communities. Cultivate physical/mental health and well-being of self and community, and promote economic, socio-cultural, and environmental sustainability to thrive.
M.S. Sustainability Management and Policy
Students will learn how the interaction of environmental, economic, and social values interact to foster or hinder sustainability and sustainable practices.
Students will learn how to develop proficiency with data collection, analysis, and representation on a range of sustainability-related topics
Students will learn to define and apply sustainability principles and practices within professional responsibilities.
Students will learn how to analyze and experience local, national, and global sustainability across disciplines
B.F.A. Interior Design
Students will develop and create design solutions that demonstrate a strong sense of civic responsibility and ethical practice about designs that impact local and global society.
B.A. Design
Students will develop and create design solutions that demonstrate a strong sense of civic responsibility and ethical practice about designs that impact local and global society.
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
One
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
12.65
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
Reporting Period: AY 2022-23
Tammy Dupuy, IR&A Services Coordinator
Tammy Dupuy, IR&A Services Coordinator
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.