| Overall Rating | Gold |
|---|---|
| Overall Score | 73.37 |
| Liaison | Olivia Herron |
| Submission Date | Feb. 28, 2022 |
Miami University
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
7.03 / 8.00 |
Adam
Sizemore Director of Sustainability Physical Facilities Department |
"---"
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-focused
A list of the institution level sustainability learning outcomes:
The new revised Miami Global Plan (MGP) will begin in Fall 2022 (6 months post this submission). The revised MGP was based on 2 years of faculty input and design. It was designed and adopted between 2019-2021. Complementary to the specialized courses in their majors, all Miami students complete the MGP for Liberal Education.
While each of these components entails specific and measurable outcomes, the overall MGP experience will develop transferable skills in four Pillars that embody the values and mission of a Miami education.
The four pillars include Civic-Mindedness and Social Engagement, Critical and Integrative Thinking, Communication and Expression, and Collaboration and Innovation.
The MGP consists of five perspective areas: Formal Reasoning and Communication, Science and Society, Arts and Humanities, and Global Citizenship.
These courses broaden your intellectual skills by equipping you to examine issues from the perspectives of different academic disciplines and interdisciplinary departments and to engage with different cultural perspectives. You will be prepared to bring new perspectives to bear on problems addressed in your future professional and civic life.
Students are required to take courses in three of the four Perspective Areas that include sustainability (ecology/environmental-focused). See below (9-12 hours):
-(1)Biological sciences (3 credits) involve the study of living organisms, including their origin, composition, function (molecular, cellular, and organismal) diversity, classification, ecology, evolution, and behavior. Life forms studied by biologists include Eukarya (animals, plants, fungi, and protists), Bacteria, Archaea, and viruses.
List of classes - https://bulletin.miamioh.edu/liberal-education/foundation-courses/index.html?_ga=2.99265246.1167434582.1650033275-1134285122.1520434426#FNDIVA
-(2)Physical Sciences (3 credits) comprise the disciplines that study the nature of energy and the inorganic world. It is traditionally subdivided into four general areas: chemistry, physics, astronomy, and earth sciences.
List of classes - https://bulletin.miamioh.edu/liberal-education/foundation-courses/index.html?_ga=2.153660152.1167434582.1650033275-1134285122.1520434426#FNDIVB
- (3) Global Inquiry (3-6 credits)courses foster critical thinking about global power relations, international systems, and their consequences (e.g. migration effects, biodiversity, inequities) that stem from different types of forces and processes (e.g. historical, sociocultural, biological, political-economic).
The MGP also consists of five Signature Inquiries: Sustainability/Resilience, Power, Justice, and Social Change, Technology, Information and Society, Creativity, Storytelling and Design, and Global Health and Wellness. Courses will encourage faculty and students working in different academic disciplines and interdisciplinary departments to connect with one another in addressing the same urgent needs in today's world that require understanding and solutions.
The three that represent institutional level sustainability learning outcomes are:
Sustainability and Resilience - Courses in this area investigate how resources, whether natural, scientific, technological, ecological, creative, educational, artistic, historic, or sociocultural—have been and can be sustained, engineered, and deployed to meet the needs of current and future generations
Power, Justice and Social Change - Courses in this area ask students to consider questions of cultural and linguistic diversity, equity and social justice broadly conceived, and the ways in which dynamics of ecology, power and conflict shape societies across time.
Global Health and Wellness - Courses in this area explore health as not merely the absence of disease, but as the results of biological, environmental, individual, social, political-economic, or cultural processes that yield and impact physical, mental, or social well-being.
While each of these components entails specific and measurable outcomes, the overall MGP experience will develop transferable skills in four Pillars that embody the values and mission of a Miami education.
The four pillars include Civic-Mindedness and Social Engagement, Critical and Integrative Thinking, Communication and Expression, and Collaboration and Innovation.
The MGP consists of five perspective areas: Formal Reasoning and Communication, Science and Society, Arts and Humanities, and Global Citizenship.
These courses broaden your intellectual skills by equipping you to examine issues from the perspectives of different academic disciplines and interdisciplinary departments and to engage with different cultural perspectives. You will be prepared to bring new perspectives to bear on problems addressed in your future professional and civic life.
Students are required to take courses in three of the four Perspective Areas that include sustainability (ecology/environmental-focused). See below (9-12 hours):
-(1)Biological sciences (3 credits) involve the study of living organisms, including their origin, composition, function (molecular, cellular, and organismal) diversity, classification, ecology, evolution, and behavior. Life forms studied by biologists include Eukarya (animals, plants, fungi, and protists), Bacteria, Archaea, and viruses.
List of classes - https://bulletin.miamioh.edu/liberal-education/foundation-courses/index.html?_ga=2.99265246.1167434582.1650033275-1134285122.1520434426#FNDIVA
-(2)Physical Sciences (3 credits) comprise the disciplines that study the nature of energy and the inorganic world. It is traditionally subdivided into four general areas: chemistry, physics, astronomy, and earth sciences.
List of classes - https://bulletin.miamioh.edu/liberal-education/foundation-courses/index.html?_ga=2.153660152.1167434582.1650033275-1134285122.1520434426#FNDIVB
- (3) Global Inquiry (3-6 credits)courses foster critical thinking about global power relations, international systems, and their consequences (e.g. migration effects, biodiversity, inequities) that stem from different types of forces and processes (e.g. historical, sociocultural, biological, political-economic).
The MGP also consists of five Signature Inquiries: Sustainability/Resilience, Power, Justice, and Social Change, Technology, Information and Society, Creativity, Storytelling and Design, and Global Health and Wellness. Courses will encourage faculty and students working in different academic disciplines and interdisciplinary departments to connect with one another in addressing the same urgent needs in today's world that require understanding and solutions.
The three that represent institutional level sustainability learning outcomes are:
Sustainability and Resilience - Courses in this area investigate how resources, whether natural, scientific, technological, ecological, creative, educational, artistic, historic, or sociocultural—have been and can be sustained, engineered, and deployed to meet the needs of current and future generations
Power, Justice and Social Change - Courses in this area ask students to consider questions of cultural and linguistic diversity, equity and social justice broadly conceived, and the ways in which dynamics of ecology, power and conflict shape societies across time.
Global Health and Wellness - Courses in this area explore health as not merely the absence of disease, but as the results of biological, environmental, individual, social, political-economic, or cultural processes that yield and impact physical, mental, or social well-being.
Part 2. Program-level sustainability learning outcomes
6,224
Number of graduates from degree programs that require an understanding of the concept of sustainability:
801
A brief description of how the figure above was determined:
The Director of Sustainability and Sustainability Coordinators compiled the list from each program's learning outcomes. Data per graduate rate was provided by Institutional Research's website.
A list of degree programs that require an understanding of the concept of sustainability:
Sustainability Learning Outcomes
College of Arts and Science:
Biological Science, M.A.T. - 48
(1)Creatively and effectively engage community beyond a one-way transmission of information to address important socio-ecological issues;
(2)Engage diverse communities in science and conservation (leadership challenge);
Biology, M.A. - 201
(1)Creatively and effectively engage community beyond a one-way transmission of information to address important socio-ecological issues;
(2)Engage diverse communities in science and conservation (leadership challenge);
Botany, B.A. and B.S. -14
(1)Understand the structure and functions of plants and how plants interact with other organisms and the environment;
Environmental Earth Science, B.A. ------ 18
(1)Demonstrate proficiency with the application of the scientific method to geoscience problem solving
Energy Co-Major ------ 1
(3) Articulate the feedbacks between energy use in buildings and transportation, and its
consequences to climate change, environmental pollution, and water supplies;
Sustainability Co-Major ----- 31
(1) analyze sustainability problems and solutions by integrating principles from the social sciences and natural sciences;
Environmental Science, Co-Major ------- 18
(1) distinguish between scientific evidence and advocacy in the development of sound environmental management and policy; (2) construct scientific and societal solutions to specific environmental problems as collaborative teams; and (3) frame complex environmental issues from interdisciplinary perspectives, including scientific, policy and economic dimensions.
Environmental Science, Master of ----- 10
(1)Synthesize knowledge from a disciplinary concentration in environmental science and sustainability with its application to a professional experience.
Geography and Sustainable Development, B.A. ---- 11
Identify and apply relevant geospatial concepts, techniques, and/or technologies to address geographic and sustainable development challenges;
Public Health, B.A. --- 18
(1)Integrate the core elements of public health with a selected area of specialization to recognize how the field of public health applies to individuals, communities, and society overall
----IES/KNH 441 - Environmental Public Health is a required course.
"This course is a study of the effects of human-made and natural physical, biological, and chemical agents on human health. The course explores the interaction of population health, demographics, and environmental determinants of disease. The course covers the basic principles of epidemiology, exposure, risk characterization, disease pathogenesis, and diagnostic testing, as well as the public works and regulatory controls used to limit exposure.
Microbiology BA - 11 (total for bachelors indicates 22 see below)
(2) Properly apply advanced microbiological concepts to describe/explain the processes used by microorganisms for their replication, survival, and interaction with their environment, hosts, and host populations;
Microbiology BS -11 (total for bachelors indicates 22 see above)
(2) Properly apply advanced microbiological concepts to describe/explain the processes used by microorganisms for their replication, survival, and interaction with their environment, hosts, and host populations;
Zoology BA -22 (total for bachelors indicates 55 see below)
(2) Understand the connection between biological and physical sciences;
Zoology BS - 23 (total for bachelors indicates 55 see above).
(2) Understand the connection between biological and physical sciences;
College of Creative Arts
Architecture, B.A. -- 29
(1)Demonstrate integrated building practices, technical skills and knowledge (pre-design, accessibility, sustainability, site design, life safety, comprehensive design, financial considerations, environmental systems, structural systems, service systems, materials and assembles);
Architecture, M.A.--- 9
(1)Demonstrate integrated building practices, technical skills and knowledge (pre-design, accessibility, sustainability, site design, life safety, comprehensive design, financial considerations, environmental systems, structural systems, service systems, materials and assembles);
Interior Design B.F.A - 15
(2) Demonstrate Core Design and Technical Knowledge (history, space and form, color, furniture, fixtures, equipment and finish materials, environmental systems, building systems and interior construction, regulations and guidelines).
College of Engineering and Computing
Bioengineering, B.S. ---- 22
(1)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;
Chemical Engineering ----- 19 (total for bachelors indicates 38 see below)
(1)Recognize ethical and professional responsibilities in engineering situations and make informed judgements, which must consider the impact of engineering solutions in global, economics, environmental, and societal contexts;
Computer Engineering, B.S. ---- 19 (total for bachelors indicates 38 see above)
(1)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;
Electrical Engineering, B.S. ----- 32
(1)Recognize ethical and professional responsibilities in engineering situations and make informed judgements, which must consider the impact of engineering solutions in global, economics, environmental, and societal contexts;
Engineering Management, B.S. ----- 36
(1)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;
Manufacturing Engineering, B.S. ---- 10
(1)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;
Mechanical Engineering, B.S. ---- 106
(1)Recognize ethical and professional responsibilities in engineering situations and make informed judgements, which must consider the impact of engineering solutions in global, economics, environmental, and societal contexts;
Software Engineering, B.S. ---- 39
(1)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 societal factors;
Education, Health, and Society
Integrated Social Studies Education, B.S. - 28
(3) People, Places, and Environment: Possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of people, places, and environment;
College of Arts and Science:
Biological Science, M.A.T. - 48
(1)Creatively and effectively engage community beyond a one-way transmission of information to address important socio-ecological issues;
(2)Engage diverse communities in science and conservation (leadership challenge);
Biology, M.A. - 201
(1)Creatively and effectively engage community beyond a one-way transmission of information to address important socio-ecological issues;
(2)Engage diverse communities in science and conservation (leadership challenge);
Botany, B.A. and B.S. -14
(1)Understand the structure and functions of plants and how plants interact with other organisms and the environment;
Environmental Earth Science, B.A. ------ 18
(1)Demonstrate proficiency with the application of the scientific method to geoscience problem solving
Energy Co-Major ------ 1
(3) Articulate the feedbacks between energy use in buildings and transportation, and its
consequences to climate change, environmental pollution, and water supplies;
Sustainability Co-Major ----- 31
(1) analyze sustainability problems and solutions by integrating principles from the social sciences and natural sciences;
Environmental Science, Co-Major ------- 18
(1) distinguish between scientific evidence and advocacy in the development of sound environmental management and policy; (2) construct scientific and societal solutions to specific environmental problems as collaborative teams; and (3) frame complex environmental issues from interdisciplinary perspectives, including scientific, policy and economic dimensions.
Environmental Science, Master of ----- 10
(1)Synthesize knowledge from a disciplinary concentration in environmental science and sustainability with its application to a professional experience.
Geography and Sustainable Development, B.A. ---- 11
Identify and apply relevant geospatial concepts, techniques, and/or technologies to address geographic and sustainable development challenges;
Public Health, B.A. --- 18
(1)Integrate the core elements of public health with a selected area of specialization to recognize how the field of public health applies to individuals, communities, and society overall
----IES/KNH 441 - Environmental Public Health is a required course.
"This course is a study of the effects of human-made and natural physical, biological, and chemical agents on human health. The course explores the interaction of population health, demographics, and environmental determinants of disease. The course covers the basic principles of epidemiology, exposure, risk characterization, disease pathogenesis, and diagnostic testing, as well as the public works and regulatory controls used to limit exposure.
Microbiology BA - 11 (total for bachelors indicates 22 see below)
(2) Properly apply advanced microbiological concepts to describe/explain the processes used by microorganisms for their replication, survival, and interaction with their environment, hosts, and host populations;
Microbiology BS -11 (total for bachelors indicates 22 see above)
(2) Properly apply advanced microbiological concepts to describe/explain the processes used by microorganisms for their replication, survival, and interaction with their environment, hosts, and host populations;
Zoology BA -22 (total for bachelors indicates 55 see below)
(2) Understand the connection between biological and physical sciences;
Zoology BS - 23 (total for bachelors indicates 55 see above).
(2) Understand the connection between biological and physical sciences;
College of Creative Arts
Architecture, B.A. -- 29
(1)Demonstrate integrated building practices, technical skills and knowledge (pre-design, accessibility, sustainability, site design, life safety, comprehensive design, financial considerations, environmental systems, structural systems, service systems, materials and assembles);
Architecture, M.A.--- 9
(1)Demonstrate integrated building practices, technical skills and knowledge (pre-design, accessibility, sustainability, site design, life safety, comprehensive design, financial considerations, environmental systems, structural systems, service systems, materials and assembles);
Interior Design B.F.A - 15
(2) Demonstrate Core Design and Technical Knowledge (history, space and form, color, furniture, fixtures, equipment and finish materials, environmental systems, building systems and interior construction, regulations and guidelines).
College of Engineering and Computing
Bioengineering, B.S. ---- 22
(1)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;
Chemical Engineering ----- 19 (total for bachelors indicates 38 see below)
(1)Recognize ethical and professional responsibilities in engineering situations and make informed judgements, which must consider the impact of engineering solutions in global, economics, environmental, and societal contexts;
Computer Engineering, B.S. ---- 19 (total for bachelors indicates 38 see above)
(1)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;
Electrical Engineering, B.S. ----- 32
(1)Recognize ethical and professional responsibilities in engineering situations and make informed judgements, which must consider the impact of engineering solutions in global, economics, environmental, and societal contexts;
Engineering Management, B.S. ----- 36
(1)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;
Manufacturing Engineering, B.S. ---- 10
(1)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;
Mechanical Engineering, B.S. ---- 106
(1)Recognize ethical and professional responsibilities in engineering situations and make informed judgements, which must consider the impact of engineering solutions in global, economics, environmental, and societal contexts;
Software Engineering, B.S. ---- 39
(1)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 societal factors;
Education, Health, and Society
Integrated Social Studies Education, B.S. - 28
(3) People, Places, and Environment: Possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of people, places, and environment;
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:
12.87
Optional Fields
---
Additional documentation to support the submission:
---
Data source(s) and notes about the submission:
Graduation Data is specific to FY20 - July 1, 2019 - June 30, 2020, which is the most up-to-date information. Learning outcomes are current (2021-2022 AY)
https://www.miamioh.edu/oir/_files/documents/fbook/20-21/degrees/college-major-type-o.pdf
Contact - Shelly Bromberg - jarretam@miamioh.edu
https://www.miamioh.edu/oir/_files/documents/fbook/20-21/degrees/college-major-type-o.pdf
Contact - Shelly Bromberg - jarretam@miamioh.edu
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.