| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 67.77 |
| Liaison | Andrew Porter |
| Submission Date | March 6, 2020 |
University of Cincinnati
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
3.86 / 8.00 |
Daniel
Hart Sustainability Coordinator Planning + Design + Construction |
"---"
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:
The General Education Core has a firm foundation in UC’s Academic Plan, to reaffirm liberal education as the core to preparing students as life-long learners. Our General Education course requirements are purposefully designed to strengthen four important learning outcomes or competencies throughout the student’s progress toward their degree. Undergraduate courses at the University of Cincinnati promote development of four Baccalaureate Competencies: 1) Critical thinking - Analysis, synthesis, and evaluation of information and ideas from multiple perspectives, 2) Effective communication - Analysis, synthesis, and evaluation of information and ideas from multiple perspectives, 3) Knowledge integration - Fusion of information and concepts from multiple disciplines, and 4) Social responsibility - Application of knowledge and skills gained from the undergraduate experience for the advancement of a diverse society. All of these, but especially the last two, are sustainablity learning outcomes.
General Education at the University of Cincinnati:
emphasizes critical thinking
develops effective verbal, written, oral, and visual communication
includes familiarity with multiple areas of traditional knowledge
supports intellectual excellence and openness
integrates study among disciplines
encourages commitment to personal social accountability and responsibility
promotes awareness of the world at large
fosters information literacy
values lifelong learning
encourage contextual linkages
General Education at the University of Cincinnati:
emphasizes critical thinking
develops effective verbal, written, oral, and visual communication
includes familiarity with multiple areas of traditional knowledge
supports intellectual excellence and openness
integrates study among disciplines
encourages commitment to personal social accountability and responsibility
promotes awareness of the world at large
fosters information literacy
values lifelong learning
encourage contextual linkages
Part 2. Program-level sustainability learning outcomes
11,244
Number of graduates from degree programs that require an understanding of the concept of sustainability:
2,618
A brief description of how the figure above was determined:
UC captured the curricular maps of all of its degree programs in Excel (these are available online; see https://webapps2.uc.edu/ecurriculum/degreeprograms/list). These approved these curricular maps include all course requirements. Then file with the course requirements for all degree programs was cross-walked against UC's inventory of sustainability-focused courses (see AC1). Cross-referencing the two lists, UC identified 75 degree programs (including minors and certificates) as having sustainability learning outcomes, by virtue of requiring courses that have sustainability-focused learning outcomes for degree completion. UC's factbook was then consulted, to get the number of graduates for each program in 2019, and the total number of graduates in 2019.
A list of degree programs that require an understanding of the concept of sustainability:
see attached file
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:
23.28
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.