| Overall Rating | Gold |
|---|---|
| Overall Score | 77.43 |
| Liaison | Elida Erickson |
| Submission Date | Feb. 28, 2022 |
University of California, Santa Cruz
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
3.74 / 8.00 |
Elida
Erickson Sustainability Director Sustainability Office |
"---"
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?:
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A list of the institution level sustainability learning outcomes:
General Education Perspectives requirement (for all undergraduate students). Students understand how humans interact with nature and sustainability issues.
Students choose one five-credit course or equivalent from any of the three following categories: PE-E, PE-H, PE-T. Environmental Awareness (PE-E code) is one of three options, so not all students select the environment strand.
Students choose one five-credit course or equivalent from any of the three following categories: PE-E, PE-H, PE-T. Environmental Awareness (PE-E code) is one of three options, so not all students select the environment strand.
Part 2. Program-level sustainability learning outcomes
5,963
Number of graduates from degree programs that require an understanding of the concept of sustainability:
2,789
A brief description of how the figure above was determined:
The Sustainability Office consulted with Institutional Research, Assessment and Policy Studies (IRAPS) and Academic Affairs to review learning outcomes and assess qualifying programs for this credit. Once the qualifying programs were determined, IRAPS ran the data on the number of graduates and ensured that individuals who participated in more than one qualifying program were not double counted. The above figures reflect graduates from the 2019-2020 academic year.
A list of degree programs that require an understanding of the concept of sustainability:
Agroecology (BA) - Analyze the problems faced in agriculture and food systems by identifying the societal (historical, social, political, economic, cultural, and ethical) agents and structures that contribute to environmental change. Describe the structure and functioning of major physical and ecological components of the earth’s systems, including agricultural systems.
Anthropology - Understanding of Long-Term Changes in Human Behavior and Conditions in Deep Time: The student has a grasp of long term changes in the conditions that have shaped humans and the environments they inhabit.
Biomolecular Engineering - Be able to apply ethical reasoning to make decisions about engineering methods and solutions in a global, economic, environmental, and societal context.
Coastal Science & Policy (MS, PhD)- Recognizing growing needs and problems within the context of coastal sustainability, identifying strategic, high impact solutions to address these needs, and prioritizing these solutions. Understanding connections among diverse components of physical, ecological, and social systems, and integrating them to address diverse issues. Addressing how to protect and preserve the integrity of physical, ecological, evolutionary, social, and cultural processes.
Community Studies - Demonstrate deep knowledge of the history, causes, and contemporary manifestations of specific social justice issues related to health and economic inequality. Degree program, not department (reports to the Social Sciences Division).
Computer Engineering - An 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.
Earth and Planetary Sciences - Describe and understand the origin of the solar system and Earth; the evolution of the solid Earth, hydrosphere and atmosphere; plate tectonics; climate change; biological evolution; and geochronology.
Ecology & Evolutionary Biology - Ecology and Evolutionary Biology BS. Students will demonstrate broad-based knowledge of the fundamentals of Ecology, Behavior, Evolution and Physiology and the relationships among these disciplines. All students are exposed to current and critical issues and topics in the field of Ecology and Evolutionary Biology, including principles that pertain to sustainability like conservation and restoration.
Electrical Engineering - An 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 and H. The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
Environmental Art & Social Practice (MFA) - Students translate concerns for environmental and social justice into contemporary art practices
Environmental Sciences (BS) - Understand and describe the properties of the various environmental “reservoirs”, which represent different, interacting physical regimes. For example, a global model might have the atmosphere, oceans, plants and soils as four primary interacting reservoirs. Understand and describe the processes governing the properties and evolution of Earth’s physical environment, i.e. the properties and evolution of reservoirs and their interactions. Apply the knowledge of reservoirs and processes to explain, analyze and predict phenomena within the environmental sciences.
Environmental Studies - Identify the societal (social, political, economic and ethical) agents and structures that contribute to environmental change. Describe the structure and functioning of major physical and ecological components of the earth’s systems. Access and analyze a complex literature addressing specific topics in environmental studies, and evaluate the usefulness and limitations of individual sources of information.
Sociology - Students understand the range of environmental inequalities in the world--with a focus on the US--and develop a firm grasp of key concepts to analyze them, and to hopefully become engaged members of local and interest-based communities.
Sustainability minor (undergraduate program) - Learning Outcomes: Student will understand the features, data, and complexities of both causes of and solutions to the contemporary global socioecological crisis, including the role of markets, politics and policies, practices of production and consumption, behaviors in this crisis. Student will recognize and communicate the complex causes and implications of social & environmental problems, identify options and alternatives for moving toward and achieving sustainability, and pursue appropriate actions, in writing and speaking. Student command of basic STEM skills needed for dealing with real-world sustainability issues and applications including assessments, measurements, technologies, behavior and other factors related to P.G.s. Student will learn to design and conduct interdisciplinary research projects in issues and topics related to sustainability and ecological design & practice, including how to fund & implement social enterprise and service learning projects.
Rachel Carson College - The Rachel Carson College Core Course (required by all RCC students) focuses on the theme “Environment and Society,” through examination of California's environment history and how the contemporary landscape has been shaped by capital, labor, technology and politics. A secondary focus is on food: how it is grown, who works in the fields, and why some are malnourished in the midst of agricultural plenty. The course also considers the ecological and environmental histories of California—the shape and biology of the land as well as the role of people in shaping the state’s many landscapes; what novels, stories and articles can tell us about environment and society in California; the central role of water, soil and species in shaping society; and the potential impacts of climate change on both land and society. In pursuing these topics, students also delve into some of the environmental and ecological science that underpins them.
College 9 - At College Nine our focus is on international and global perspectives such as economic globalization, human rights, regional conflicts, the environment, and cultural identity. Some of the past topics addressed in the course may include:
globalization defined and how it affects us
world hunger and the food supply
global inequality
migration
universal human rights
what people can do
College 10 - Students will obtain foundational concepts for intellectual exploration and personal development within an academic community: analysis, critical thinking, metacognition, engagement with others across difference, and self-efficacy. Reflects our college theme of Social Justice and Community, addressing topics such as identity formation, inequality, and environmental injustice.
General Education Perspectives requirement (for all undergraduate students) - Students choose one five-credit course or equivalent from any of the three following categories: PE-E, PE-H, PE-T. Environmental Awareness (PE-E code) Courses focus on human interactions with nature and sustainability issues.
Anthropology - Understanding of Long-Term Changes in Human Behavior and Conditions in Deep Time: The student has a grasp of long term changes in the conditions that have shaped humans and the environments they inhabit.
Biomolecular Engineering - Be able to apply ethical reasoning to make decisions about engineering methods and solutions in a global, economic, environmental, and societal context.
Coastal Science & Policy (MS, PhD)- Recognizing growing needs and problems within the context of coastal sustainability, identifying strategic, high impact solutions to address these needs, and prioritizing these solutions. Understanding connections among diverse components of physical, ecological, and social systems, and integrating them to address diverse issues. Addressing how to protect and preserve the integrity of physical, ecological, evolutionary, social, and cultural processes.
Community Studies - Demonstrate deep knowledge of the history, causes, and contemporary manifestations of specific social justice issues related to health and economic inequality. Degree program, not department (reports to the Social Sciences Division).
Computer Engineering - An 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.
Earth and Planetary Sciences - Describe and understand the origin of the solar system and Earth; the evolution of the solid Earth, hydrosphere and atmosphere; plate tectonics; climate change; biological evolution; and geochronology.
Ecology & Evolutionary Biology - Ecology and Evolutionary Biology BS. Students will demonstrate broad-based knowledge of the fundamentals of Ecology, Behavior, Evolution and Physiology and the relationships among these disciplines. All students are exposed to current and critical issues and topics in the field of Ecology and Evolutionary Biology, including principles that pertain to sustainability like conservation and restoration.
Electrical Engineering - An 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 and H. The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
Environmental Art & Social Practice (MFA) - Students translate concerns for environmental and social justice into contemporary art practices
Environmental Sciences (BS) - Understand and describe the properties of the various environmental “reservoirs”, which represent different, interacting physical regimes. For example, a global model might have the atmosphere, oceans, plants and soils as four primary interacting reservoirs. Understand and describe the processes governing the properties and evolution of Earth’s physical environment, i.e. the properties and evolution of reservoirs and their interactions. Apply the knowledge of reservoirs and processes to explain, analyze and predict phenomena within the environmental sciences.
Environmental Studies - Identify the societal (social, political, economic and ethical) agents and structures that contribute to environmental change. Describe the structure and functioning of major physical and ecological components of the earth’s systems. Access and analyze a complex literature addressing specific topics in environmental studies, and evaluate the usefulness and limitations of individual sources of information.
Sociology - Students understand the range of environmental inequalities in the world--with a focus on the US--and develop a firm grasp of key concepts to analyze them, and to hopefully become engaged members of local and interest-based communities.
Sustainability minor (undergraduate program) - Learning Outcomes: Student will understand the features, data, and complexities of both causes of and solutions to the contemporary global socioecological crisis, including the role of markets, politics and policies, practices of production and consumption, behaviors in this crisis. Student will recognize and communicate the complex causes and implications of social & environmental problems, identify options and alternatives for moving toward and achieving sustainability, and pursue appropriate actions, in writing and speaking. Student command of basic STEM skills needed for dealing with real-world sustainability issues and applications including assessments, measurements, technologies, behavior and other factors related to P.G.s. Student will learn to design and conduct interdisciplinary research projects in issues and topics related to sustainability and ecological design & practice, including how to fund & implement social enterprise and service learning projects.
Rachel Carson College - The Rachel Carson College Core Course (required by all RCC students) focuses on the theme “Environment and Society,” through examination of California's environment history and how the contemporary landscape has been shaped by capital, labor, technology and politics. A secondary focus is on food: how it is grown, who works in the fields, and why some are malnourished in the midst of agricultural plenty. The course also considers the ecological and environmental histories of California—the shape and biology of the land as well as the role of people in shaping the state’s many landscapes; what novels, stories and articles can tell us about environment and society in California; the central role of water, soil and species in shaping society; and the potential impacts of climate change on both land and society. In pursuing these topics, students also delve into some of the environmental and ecological science that underpins them.
College 9 - At College Nine our focus is on international and global perspectives such as economic globalization, human rights, regional conflicts, the environment, and cultural identity. Some of the past topics addressed in the course may include:
globalization defined and how it affects us
world hunger and the food supply
global inequality
migration
universal human rights
what people can do
College 10 - Students will obtain foundational concepts for intellectual exploration and personal development within an academic community: analysis, critical thinking, metacognition, engagement with others across difference, and self-efficacy. Reflects our college theme of Social Justice and Community, addressing topics such as identity formation, inequality, and environmental injustice.
General Education Perspectives requirement (for all undergraduate students) - Students choose one five-credit course or equivalent from any of the three following categories: PE-E, PE-H, PE-T. Environmental Awareness (PE-E code) Courses focus on human interactions with nature and sustainability issues.
Documentation supporting the figure reported above (upload):
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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:
46.77
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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.