| Overall Rating | Silver |
|---|---|
| Overall Score | 46.23 |
| Liaison | Martín Sánchez Gutiérrez |
| Submission Date | June 29, 2024 |
Tecnológico de Monterrey – Campus Chihuahua
AC-2: Undergraduate Programs
| Status | Score | Responsible Party |
|---|---|---|
|
7.83 / 15.00 |
2.1 Institutional sustainability learning outcomes for undergraduate students
Online resource detailing the institutional learning outcomes for undergraduate students:
Publication detailing the institutional learning outcomes for undergraduate students:
Are one or more of the institutional learning outcomes for undergraduate students sustainability-focused?:
Text of each institutional learning outcome for undergraduate students that qualifies as sustainability-focused:
Subcompetences:
- Citizen Engagement for Social Transformation: Build committed, sustainable, and supportive solutions to social problems and needs through strategies that strengthen democracy and the common good.
- Recognition and Empathy: Respect the dignity, rights, contributions, and circumstances of yourself and others, striving to offer constructive and supportive solutions to others' situations.
- Integrity: Resolve academic, professional, and social situations by adhering to laws, regulations, and ethical principles.
CT3: Social Intelligence: Create effective environments for collaboration and negotiation in multicultural contexts, with respect and appreciation for the diversity of people, knowledge, and cultures.
Subcompetences:
- Diversity: Respect diversity as an enriching element of personal and professional activities, based on human rights, various forms of knowledge, and different cultures.
- Collaboration: Build agreements and interactions among diverse groups and individuals based on communication that considers the differences and abilities of oneself and others.
Are one or more of the institutional learning outcomes for undergraduate students sustainability-supportive?:
Text of each institutional learning outcome for undergraduate students that qualifies as sustainability-supportive:
CT1. Self-awareness and management: Build a personal and professional well-being project throughout life, through responsible reflection and the integration of emotional and intellectual resources.
Subcompetences:
Self-knowledge and Management: Establishes a concept of oneself, based on an ethical framework, self-diagnosis, and continuous reflection, focused on personal and professional development
Wellbeing and self-regulation: Systematically implements relevant strategies for self-care in physical, emotional, mental, social, professional and economic aspects, allowing oneself to thrive in a changing and uncertain environment, in line with one's personal and professional well-being project.
CT5. Complex Reasoning: Integrate different types of reasoning in the analysis, synthesis, and problem-solving, with a disposition for continuous learning.
Subcompetences:
Systemic Thinking: A graduate who possesses systemic thinking is capable of analyzing issues with an integrated perspective, employing inter and transdisciplinarity, conceiving reality as a set of interconnected systems.
Scientific thinking: A graduate who possesses scientific thinking solves problems and questions of reality using objective, valid, and reliable methodologies.
Critical thinking: A graduate with critical thinking evaluates the soundness of their own and others' reasoning based on the identification of fallacies and contradictions, allowing them to form their own judgment in a given situation or problem.
The Reporting Tool will automatically calcuate the following figure:
2.2 Undergraduate programs with sustainability-focused learning requirements
List and description of the institution’s sustainability-focused degrees, certificates, and majors for undergraduate students:
Does the institution offer at least one sustainability-focused concentration or minor for undergraduate students?:
List and description of the institution’s sustainability-focused concentrations and minors for undergraduate students:
Does the institution offer at least one undergraduate qualification focused on a subject other than sustainability that has a sustainability-focused learning requirement?:
List and description of the institution’s undergraduate qualifications focused on subjects other than sustainability that have sustainability-focused learning requirements:
IBT: B.S. in Biotechnology Engineering: https://tec.mx/en/bioengineering-and-chemical-processes/bs-in-biotechnology-engineering
Disciplinary Learning Requirements
- Bioentrepreneurship and Circular Economy
- Innovation in Food Development
- Sustainable Water Use
Transversal Learning Requirements
- Conscious Business
- Entrepreneurial Families, Sustainability and Transcendence
- Government and Public Transformation
- Quality of Life and Well-Being
- Social Innovation
ARQ: B.S. in Architecture: https://tec.mx/en/creative-studies/ba-in-architecture
Disciplinary Learning Requirements
- Efficiency and Digitalization in Construction
- Regenerative Design
Transversal Learning Requirements
- Conscious Business
- Entrepreneurial Families, Sustainability and Transcendence
- Quality of Life and Well-Being
- Social Innovation
IC: B.S. in Civil Engineering: https://tec.mx/en/innovation-and-transformation/bs-in-civil-engineering:
Disciplinary Learning Requirements
- Efficiency and Digitalization in Construction
- Regenerative Design
- Sustainable Water Use
Transversal LEARNING Requirements
- Conscious Business
- Entrepreneurial Families, Sustainability and Transcendence
- Quality of Life and Well-Being
- Social Innovation
IM: B.S. in Mechanical Engineering: https://tec.mx/en/innovation-and-transformation/bs-in-mechanical-engineering
Disciplinary Learning Requirements
- Decarbonization and Clean Energies
Transversal Learning Requirements
- Conscious Business
- Entrepreneurial Families, Sustainability and Transcendence
- Quality of Life and Well-Being
- Social Innovation
The Reporting Tool will automatically calculate the following figure:
2.3 Percentage of undergraduate qualifications awarded that have sustainability-focused learning requirements
Total number of undergraduate qualifications awarded:
Number of undergraduate qualifications awarded that are sustainability-focused:
Number of undergraduate qualifications awarded that are focused on subjects other than sustainability but have sustainability-focused learning requirements:
The Reporting Tool will automatically calculate the following three figures:
Percentage of undergraduate qualifications awarded that have sustainability-focused learning requirements:
Points earned for indicator AC 2.3:
Optional documentation
Additional documentation for this credit:
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.