| Overall Rating | Gold |
|---|---|
| Overall Score | 74.69 |
| Liaison | Tess Esposito |
| Submission Date | Feb. 9, 2022 |
University of Dayton
PA-2: Sustainability Planning
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 4.00 |
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indicates that no data was submitted for this field
Part 1. Measurable sustainability objectives
Academics
Yes
A list or sample of the measurable sustainability objectives related to academics and the plan(s) in which they are published:
The University for the Common Good 2017 Strategic Vision identifies the curricular component (2) of ensuring that "every student receives an education that provides a distinctive, integrated student experience that fosters...adaptability for changing times through...developing deeper, higher impact relationships in the Dayton community, elevating the education of our students through experiential learning and addressing such issues as....food security, nutrition, and health; reconciliation of racial, religious, and cultural conflict; [and] environmentally sustainable neighborhoods."
College of Arts and Sciences Strategic Plan 2020
Goal 1: Advance the liberal arts and sciences. A key initiative of strategy 1.1 is (6) "developing strategies for expanding the interdisciplinary learning platforms, such as the Core Program for the delivery of first- and second-year Common Academic Program (CAP) courses". CAP strengthens the University's commitment to educating in the Catholic and Marianist traditions through the values expressed in the Habits of Inquiry university-wide learning outcomes. Students educated in the Catholic and Marianist traditions at the University of Dayton pursue rigorous academic inquiry, in a sacramental spirit, and engage in vigorous dialogue, learning in, through, and for community. Guided by the purpose of transforming society for the ends of justice, peace, and the common good, the CAP engages multidisciplinary study. Through the required CAP components of the undergraduate curriculum, students develop and demonstrate habits of inquiry and reflection that equip them to evaluate critically and imaginatively the ethical, historical, social, political, technological, economic, and ecological challenges of our times in light of the past. All students must take between 34 and 46 credit hours of CAP courses. By calling for expansion of this core program, the College's Strategic Plan commits the University to developing a comprehensive curriculum addressing sustainability challenges.
College of Arts and Sciences Strategic Plan 2020, Goal 2: "Encourage outstanding scholarship, artistic production, and performance." A key initiative of strategy 2.1: "Expand opportunities for students and faculty to conduct interdisciplinary scholarship by engaging with existing and emerging initiatives including ... the Human Rights Center [and] the Hanley Sustainability Institute."
School of Engineering's Strategic Plan directs with Goal 3, Advancing programs and research that will serve and inspire the world. This includes Strategic Initiative 3.1: Enhancing curricular flexibility to promote innovative, adaptive curricula and programs; Which is further defined in Tactic 3.1.B: to facilitate short-term, topical problem- or project-based courses that emerge out of and respond to the world's most pressing problems. We know from the Vision that SOE definition of the world's most pressing problems includes a commitment to service for the common good and guardianship for the Earth as our common home. Action 3.1.B1: Establish process to draw course topic possibilities from students, faculty, alumni, and external stakeholders, link topics to interested faculty. Proposed Metric(s): Process defined and approved by the Academic Leadership Council and in place. Number of topic proposals.
Tactic 3.1.B – Action 3.1.B2: Establish communication process to publicize course opportunities and results and outcomes from these types of courses to all constituencies. Proposed Metric(s): Process established and approved by the Academic Leadership Council and in place. Number of students completing special topic courses.
College of Arts and Sciences Strategic Plan 2020
Goal 1: Advance the liberal arts and sciences. A key initiative of strategy 1.1 is (6) "developing strategies for expanding the interdisciplinary learning platforms, such as the Core Program for the delivery of first- and second-year Common Academic Program (CAP) courses". CAP strengthens the University's commitment to educating in the Catholic and Marianist traditions through the values expressed in the Habits of Inquiry university-wide learning outcomes. Students educated in the Catholic and Marianist traditions at the University of Dayton pursue rigorous academic inquiry, in a sacramental spirit, and engage in vigorous dialogue, learning in, through, and for community. Guided by the purpose of transforming society for the ends of justice, peace, and the common good, the CAP engages multidisciplinary study. Through the required CAP components of the undergraduate curriculum, students develop and demonstrate habits of inquiry and reflection that equip them to evaluate critically and imaginatively the ethical, historical, social, political, technological, economic, and ecological challenges of our times in light of the past. All students must take between 34 and 46 credit hours of CAP courses. By calling for expansion of this core program, the College's Strategic Plan commits the University to developing a comprehensive curriculum addressing sustainability challenges.
College of Arts and Sciences Strategic Plan 2020, Goal 2: "Encourage outstanding scholarship, artistic production, and performance." A key initiative of strategy 2.1: "Expand opportunities for students and faculty to conduct interdisciplinary scholarship by engaging with existing and emerging initiatives including ... the Human Rights Center [and] the Hanley Sustainability Institute."
School of Engineering's Strategic Plan directs with Goal 3, Advancing programs and research that will serve and inspire the world. This includes Strategic Initiative 3.1: Enhancing curricular flexibility to promote innovative, adaptive curricula and programs; Which is further defined in Tactic 3.1.B: to facilitate short-term, topical problem- or project-based courses that emerge out of and respond to the world's most pressing problems. We know from the Vision that SOE definition of the world's most pressing problems includes a commitment to service for the common good and guardianship for the Earth as our common home. Action 3.1.B1: Establish process to draw course topic possibilities from students, faculty, alumni, and external stakeholders, link topics to interested faculty. Proposed Metric(s): Process defined and approved by the Academic Leadership Council and in place. Number of topic proposals.
Tactic 3.1.B – Action 3.1.B2: Establish communication process to publicize course opportunities and results and outcomes from these types of courses to all constituencies. Proposed Metric(s): Process established and approved by the Academic Leadership Council and in place. Number of students completing special topic courses.
Engagement
Yes
A list or sample of the measurable sustainability objectives related to engagement and the plan(s) in which they are published:
Sustainability Policy Purpose 4. Make all members of the University community aware of their environmental impact as it relates to their daily activities.
Operations
Yes
A list or sample of the measurable sustainability objectives related to operations and the plan(s) in which they are published:
Sustainability Policy 1. Energy: Maximize the efficiency of energy use by eliminating waste, upgrading inefficient equipment, and encouraging energy conservation within the UD community.
Administration
Yes
A list or sample of the measurable sustainability objectives related to administration and the plan(s) in which they are published:
KEY PERFORMANCE INDICATOR 1.3.1: Provide online training for all employees composed of core content that introduces the concept of inclusive excellence and explicates the Catholic, Marianist basis for the University’s afrmation that diversity, equity and inclusion are inextricably linked with excellence and its commitment to be the University for the Common Good.
KEY PERFORMANCE INDICATOR 1.3.2: Require employees to take the EverFi online training on Implicit Bias (both upon initial hire and as a periodic refresher; timeline TBD) and annually participate in at least one of four selected Inclusive Excellence Academy sessions.
[https://udayton.edu/diversity/initiatives/plan.php]
KEY PERFORMANCE INDICATOR 1.3.2: Require employees to take the EverFi online training on Implicit Bias (both upon initial hire and as a periodic refresher; timeline TBD) and annually participate in at least one of four selected Inclusive Excellence Academy sessions.
[https://udayton.edu/diversity/initiatives/plan.php]
Part 2. Sustainability in institution’s highest guiding document
Yes
The institution’s highest guiding document (upload):
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Website URL where the institution’s highest guiding document is publicly available:
Which of the following best describes the inclusion of sustainability in the highest guiding document?:
Minor theme
Optional Fields
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Website URL where the institution's sustainability plan is publicly available:
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Does the institution have a formal statement in support of sustainability endorsed by its governing body?:
No
The formal statement in support of sustainability:
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The institution’s definition of sustainability:
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Is the institution an endorser or signatory of the following?:
| Yes or No | |
| The Earth Charter | No |
| The Higher Education Sustainability Initiative (HESI) | No |
| ISCN-GULF Sustainable Campus Charter | No |
| Pan-Canadian Protocol for Sustainability | No |
| SDG Accord | No |
| Second Nature’s Carbon Commitment (formerly known as the ACUPCC), Resilience Commitment, and/or integrated Climate Commitment | Yes |
| The Talloires Declaration (TD) | No |
| UN Global Compact | Yes |
| Other multi-dimensional sustainability commitments (please specify below) | No |
A brief description of the institution’s formal sustainability commitments, including the specific initiatives selected above:
UN Global Compact: In Oct 2017, the University of Dayton joined the United Nations Global Compact, taking on the responsibility to integrate its principles with respect to human rights, labor, the environment, and anti-corruption. As one of thirty-five academic partners of the Global Compact in the United States, UD strives to support the principles across all major university functions: education, scholarship, business operations, and communication and engagement. Membership in the Compact and our support for the SDGs is a natural outgrowth of our strategic vision to be a University for the Common Good. [https://udayton.edu/blogs/udhumanrights/2020/20-01-09-coe.php]
Climate Commitment: The Climate Leadership Network is comprised of colleges and universities across all 50 states including the District of Columbia, who have committed to take action on climate and prepare students through research and education to solve the challenges of the 21st century. [https://secondnature.org/signatory-handbook/climate-leadership-network-map/]
Climate Commitment: The Climate Leadership Network is comprised of colleges and universities across all 50 states including the District of Columbia, who have committed to take action on climate and prepare students through research and education to solve the challenges of the 21st century. [https://secondnature.org/signatory-handbook/climate-leadership-network-map/]
Website URL where information about the institution’s sustainability planning efforts is available:
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
https://udayton.edu/vision/index.php#home
https://udayton.edu/president/_resources/docs/inaugural-address.pdf
https://udayton.edu/vision/_resources/_doc/vision-detailed.pdf
https://udayton.edu/president/administration/strategic-plan.php
https://udayton.edu/diversity/initiatives/index.php
https://udayton.edu/artssciences/about/strategic-plan/download.php
https://udayton.edu/president/_resources/img/transitional-strategic-plan.pdf
https://udayton.edu/president/_resources/docs/inaugural-address.pdf
https://udayton.edu/vision/_resources/_doc/vision-detailed.pdf
https://udayton.edu/president/administration/strategic-plan.php
https://udayton.edu/diversity/initiatives/index.php
https://udayton.edu/artssciences/about/strategic-plan/download.php
https://udayton.edu/president/_resources/img/transitional-strategic-plan.pdf
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