| Overall Rating | Gold |
|---|---|
| Overall Score | 74.69 |
| Liaison | Tess Esposito |
| Submission Date | Feb. 9, 2022 |
University of Dayton
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
4.61 / 8.00 |
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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:
University of Dayton Habits of Inquiry
Institutional Learning Goals*
https://udayton.edu/provost/assessment/index.php
1. Scholarship: All undergraduates will develop and demonstrate advanced habits of academic inquiry and creativity through the production of a body of artistic, scholarly or community-based work intended for public presentation and defense.
2. Faith traditions: All undergraduates will develop and demonstrate ability to engage in intellectually informed, appreciative, and critical inquiry regarding major faith traditions. Students will be familiar with the basic theological understandings and central texts that shape Catholic beliefs and teachings, practices, and spiritualities. Students’ abilities should be developed sufficiently to allow them to examine deeply their own faith commitments and also to participate intelligently and respectfully in dialogue with other traditions.
3. Diversity: All undergraduates will develop and demonstrate intellectually informed, appreciative, and critical understanding of the cultures, histories, times, and places of multiple others, as marked by class, race, gender, ethnicity, religion, nationality, sexual orientation, and other manifestations of difference. Students’ understanding will reflect scholarly inquiry, experiential immersion, and disciplined reflection.
4. Community: All undergraduates will develop and demonstrate understanding of and practice in the values and skills necessary for learning, living, and working in communities of support and challenge. These values and skills include accepting difference, resolving conflicts peacefully, and promoting reconciliation; they encompass productive, discerning, creative, and respectful collaboration with persons from diverse backgrounds and perspectives for the common purpose of learning, service, and leadership that aim at just social transformation. Students will demonstrate these values and skills on campus and in the Dayton region as part of their preparation for global citizenship.
5. Practical wisdom: All undergraduates will develop and demonstrate practical wisdom in addressing real human problems and deep human needs, drawing upon advanced knowledge, values, and skills in their chosen profession or major course of study. Starting with a conception of human flourishing, students will be able to define and diagnose symptoms, relationships, and problems clearly and intelligently, construct and evaluate possible solutions, thoughtfully select and implement solutions, and critically reflect on the process in light of actual consequences.
6. Critical evaluation of our times: Through multidisciplinary study, all undergraduates will develop and demonstrate habits of inquiry and reflection, informed by familiarity with Catholic Social Teaching, that equip them to evaluate critically and imaginatively the ethical, historical, social, political, technological, economic,and ecological challenges of their times in light of the past.
7. Vocation: Using appropriate scholarly and communal resources, all undergraduates will develop and demonstrate ability to articulate reflectively the purposes of their life and proposed work through the language of vocation. In collaboration with the university community, students’ developing vocational plans will exhibit appreciation of the fullness of human life, including its intellectual, ethical, spiritual, aesthetic,social, emotional, and bodily dimensions, and will examine both the interdependence of self and community and the responsibility to live in service of others.
* The University of Dayton began using the terminology of Institutional Learning Goals (ILGs), effective with the 2017-18 academic year. The previous terminology, used in the Habits of Inquiry and Reflection, was Student Learning Outcomes (SLOs). This change was made as a reflection that the seven areas above are aspirational value statements; it has not affected how each one is defined.
Institutional Learning Goals*
https://udayton.edu/provost/assessment/index.php
1. Scholarship: All undergraduates will develop and demonstrate advanced habits of academic inquiry and creativity through the production of a body of artistic, scholarly or community-based work intended for public presentation and defense.
2. Faith traditions: All undergraduates will develop and demonstrate ability to engage in intellectually informed, appreciative, and critical inquiry regarding major faith traditions. Students will be familiar with the basic theological understandings and central texts that shape Catholic beliefs and teachings, practices, and spiritualities. Students’ abilities should be developed sufficiently to allow them to examine deeply their own faith commitments and also to participate intelligently and respectfully in dialogue with other traditions.
3. Diversity: All undergraduates will develop and demonstrate intellectually informed, appreciative, and critical understanding of the cultures, histories, times, and places of multiple others, as marked by class, race, gender, ethnicity, religion, nationality, sexual orientation, and other manifestations of difference. Students’ understanding will reflect scholarly inquiry, experiential immersion, and disciplined reflection.
4. Community: All undergraduates will develop and demonstrate understanding of and practice in the values and skills necessary for learning, living, and working in communities of support and challenge. These values and skills include accepting difference, resolving conflicts peacefully, and promoting reconciliation; they encompass productive, discerning, creative, and respectful collaboration with persons from diverse backgrounds and perspectives for the common purpose of learning, service, and leadership that aim at just social transformation. Students will demonstrate these values and skills on campus and in the Dayton region as part of their preparation for global citizenship.
5. Practical wisdom: All undergraduates will develop and demonstrate practical wisdom in addressing real human problems and deep human needs, drawing upon advanced knowledge, values, and skills in their chosen profession or major course of study. Starting with a conception of human flourishing, students will be able to define and diagnose symptoms, relationships, and problems clearly and intelligently, construct and evaluate possible solutions, thoughtfully select and implement solutions, and critically reflect on the process in light of actual consequences.
6. Critical evaluation of our times: Through multidisciplinary study, all undergraduates will develop and demonstrate habits of inquiry and reflection, informed by familiarity with Catholic Social Teaching, that equip them to evaluate critically and imaginatively the ethical, historical, social, political, technological, economic,and ecological challenges of their times in light of the past.
7. Vocation: Using appropriate scholarly and communal resources, all undergraduates will develop and demonstrate ability to articulate reflectively the purposes of their life and proposed work through the language of vocation. In collaboration with the university community, students’ developing vocational plans will exhibit appreciation of the fullness of human life, including its intellectual, ethical, spiritual, aesthetic,social, emotional, and bodily dimensions, and will examine both the interdependence of self and community and the responsibility to live in service of others.
* The University of Dayton began using the terminology of Institutional Learning Goals (ILGs), effective with the 2017-18 academic year. The previous terminology, used in the Habits of Inquiry and Reflection, was Student Learning Outcomes (SLOs). This change was made as a reflection that the seven areas above are aspirational value statements; it has not affected how each one is defined.
Part 2. Program-level sustainability learning outcomes
8,927
Number of graduates from degree programs that require an understanding of the concept of sustainability:
2,914
A brief description of how the figure above was determined:
Degree requirements and learning outcomes reviewed for all degree programs identified in past reporting to contain sustainability elements. Degree programs included in this assessment 1) are explicitly sustainability-focused (Sustainability Studies, Renewable and Clean Energy, etc), 2) were verified by program coordinators to have sustainability-focused learning outcomes, or 3) were verified by program coordinators or course requirements to require a sustainability-focused course.
Total number of graduates determined by: bachelors, masters, doctoral degrees; undergraduate and graduate certificates; for degrees awarded Fall 2018 - Spring 2021.
Total number of graduates from sustainability degree programs: Same criteria as for all degrees awards; programs or degrees that were determined to meet the definition of "programs that require an understanding of the concept of sustainability".
Total number of graduates determined by: bachelors, masters, doctoral degrees; undergraduate and graduate certificates; for degrees awarded Fall 2018 - Spring 2021.
Total number of graduates from sustainability degree programs: Same criteria as for all degrees awards; programs or degrees that were determined to meet the definition of "programs that require an understanding of the concept of sustainability".
A list of degree programs that require an understanding of the concept of sustainability:
Sustainability-focused programs
-Human Rights Studies Major
-International Studies, Global Health and Environment (BA)
-Renewable and Clean Energy (MS)
-Sustainability, Energy and Environment minor
-Sustainability Studies (BA/BS)
-Sustainability Graduate Certificate
Sustainability-focused learning outcomes
-School of Business Administration: all UG and GR students. School of Business Administration, Learning Goal 2: Our students will be ethical decision makers. Objective 1: Our students will apply an ethical decision-making model such as Catholic Social Teaching or sustainability to offer potential solutions to ethical dilemmas that arise in business practice. (https://udayton.edu/business/about/accreditation.php)
-Economics. Degree awarded by College of Arts and Sciences. Courses delivered by School of Business, with learning goals outlined above.
-Mechanical and Aerospace Engineering. Program-level learning outcome: Understand the social, environmental and economic impact of engineering in a global context
Require sustainability-focused course
-Dietetics. Sustainability competency required for accreditation. Fulfilled with HSS 302: Study of the social, cultural and environmental factors relating to dietary behaviors and best practices to addressing nutrition-related needs.
-Energy Systems Concentration – Mechanical. Requires selecting a course from any College of Arts and Sciences- approved energy and sustainability course (Eg SEE minor approved course) [http://catalog.udayton.edu/undergraduate/schoolofengineering/programsofstudy/mechanicalandaerospaceengineering/#MINOR_AERO]
-Engineering Technology, Global Manufacturing Systems (BS). Required: MFG 438 Sustainable manufacturing and design
-Engineering Technology, Industrial Engineering Technology (BS. Required: MFG 438 Sustainable manufacturing and design)
-Environmental Engineering minor. Requires CEE 467 Sustainable Water and Waste Infrastructure. CEE 467: Study of current issues and emerging approaches to provide sustainable municipal water and waste management. Includes evaluation of equitable access to these services and consequences from these practices.[http://catalog.udayton.edu/undergraduate/schoolofengineering/programsofstudy/civilandenvironmentalengineeringandengineeringmechanics/#ENVIRON_ENG]
-Global Manufacturing Systems Engineering Technology (BS). Required: MFG 438 Sustainable manufacturing and design
-Masters Dietetics and Nutrition. Requires HSS 587: Advanced Food Science, Management, and Sustainability. This course is an in-depth study of the major trends and current issues of concern to the food service management professional to include agricultural practices, food science, and sustainability. Analysis of the influence of the external environment on economic, technological, political and regulatory environments, and socio-cultural trends will be covered.
-Sustainable Manufacturing Minor. Required: MFG 438 Sustainable manufacturing and design
-Human Rights Studies Major
-International Studies, Global Health and Environment (BA)
-Renewable and Clean Energy (MS)
-Sustainability, Energy and Environment minor
-Sustainability Studies (BA/BS)
-Sustainability Graduate Certificate
Sustainability-focused learning outcomes
-School of Business Administration: all UG and GR students. School of Business Administration, Learning Goal 2: Our students will be ethical decision makers. Objective 1: Our students will apply an ethical decision-making model such as Catholic Social Teaching or sustainability to offer potential solutions to ethical dilemmas that arise in business practice. (https://udayton.edu/business/about/accreditation.php)
-Economics. Degree awarded by College of Arts and Sciences. Courses delivered by School of Business, with learning goals outlined above.
-Mechanical and Aerospace Engineering. Program-level learning outcome: Understand the social, environmental and economic impact of engineering in a global context
Require sustainability-focused course
-Dietetics. Sustainability competency required for accreditation. Fulfilled with HSS 302: Study of the social, cultural and environmental factors relating to dietary behaviors and best practices to addressing nutrition-related needs.
-Energy Systems Concentration – Mechanical. Requires selecting a course from any College of Arts and Sciences- approved energy and sustainability course (Eg SEE minor approved course) [http://catalog.udayton.edu/undergraduate/schoolofengineering/programsofstudy/mechanicalandaerospaceengineering/#MINOR_AERO]
-Engineering Technology, Global Manufacturing Systems (BS). Required: MFG 438 Sustainable manufacturing and design
-Engineering Technology, Industrial Engineering Technology (BS. Required: MFG 438 Sustainable manufacturing and design)
-Environmental Engineering minor. Requires CEE 467 Sustainable Water and Waste Infrastructure. CEE 467: Study of current issues and emerging approaches to provide sustainable municipal water and waste management. Includes evaluation of equitable access to these services and consequences from these practices.[http://catalog.udayton.edu/undergraduate/schoolofengineering/programsofstudy/civilandenvironmentalengineeringandengineeringmechanics/#ENVIRON_ENG]
-Global Manufacturing Systems Engineering Technology (BS). Required: MFG 438 Sustainable manufacturing and design
-Masters Dietetics and Nutrition. Requires HSS 587: Advanced Food Science, Management, and Sustainability. This course is an in-depth study of the major trends and current issues of concern to the food service management professional to include agricultural practices, food science, and sustainability. Analysis of the influence of the external environment on economic, technological, political and regulatory environments, and socio-cultural trends will be covered.
-Sustainable Manufacturing Minor. Required: MFG 438 Sustainable manufacturing and design
Documentation supporting the figure reported above (upload):
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Do the figures reported above cover one, two, or three academic years?:
Three
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
32.64
Optional Fields
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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.