| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 56.33 |
| Liaison | Ryan Kmetz |
| Submission Date | Feb. 25, 2020 |
University of Maryland, Baltimore County
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
2.20 / 8.00 |
"---"
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:
UMBC’s General Education program prepares undergraduate students for success in their academic majors and professional pursuits and for life as informed, responsible citizens of the 21st century. It provides a solid academic foundation in four broad areas (Arts and Humanities, Mathematics and Sciences, Social Sciences, and Language and Culture), addressed through the distribution requirements, and includes two required writing courses. In addition, to ensure that students develop and master certain fundamental skills and intellectual habits of mind, it also requires that all courses address one or more of the following functional competencies: Oral and Written Communication, Scientific and Quantitative Reasoning, Critical Analysis and Reasoning, Technological Competency, and Information Literacy.
All UMBC General Education courses should address one or more of the following competencies:
1. ORAL AND WRITTEN COMMUNICATION.
2. SCIENTIFIC AND QUANTITATIVE REASONING.
Understand and use mathematical and scientific methods of inquiry, reasoning, processes, and strategies to investigate and solve problems.
Organize, interpret, draw inferences, and make predictions about natural or behavioral phenomena using mathematical and scientific models and theories.
Recognize the ethical and social implications of scientific inquiry and technological change and distinguish science from non-science and pseudoscience.
Recognize that mathematical, statistical, and scientific evidence requires evaluation.
3. CRITICAL ANALYSIS AND REASONING.
Identify and formulate questions and problems and evaluate various methods of reasoning and verification.
Identify and evaluate stated and unstated assumptions, supporting evidence and data, alternative points of view, and assess implications and consequences of particular courses of action
Construct cogent arguments, provide supporting evidence, articulate reasoned judgments, and draw appropriate conclusions.
Apply fundamental critical thinking skills to the analysis and interpretation of a variety of subjects, including ideas and issues, cultural artifacts, or aesthetic works.
4. TECHNOLOGICAL COMPETENCY.
5. INFORMATION LITERACY.
All UMBC General Education courses should address one or more of the following competencies:
1. ORAL AND WRITTEN COMMUNICATION.
2. SCIENTIFIC AND QUANTITATIVE REASONING.
Understand and use mathematical and scientific methods of inquiry, reasoning, processes, and strategies to investigate and solve problems.
Organize, interpret, draw inferences, and make predictions about natural or behavioral phenomena using mathematical and scientific models and theories.
Recognize the ethical and social implications of scientific inquiry and technological change and distinguish science from non-science and pseudoscience.
Recognize that mathematical, statistical, and scientific evidence requires evaluation.
3. CRITICAL ANALYSIS AND REASONING.
Identify and formulate questions and problems and evaluate various methods of reasoning and verification.
Identify and evaluate stated and unstated assumptions, supporting evidence and data, alternative points of view, and assess implications and consequences of particular courses of action
Construct cogent arguments, provide supporting evidence, articulate reasoned judgments, and draw appropriate conclusions.
Apply fundamental critical thinking skills to the analysis and interpretation of a variety of subjects, including ideas and issues, cultural artifacts, or aesthetic works.
4. TECHNOLOGICAL COMPETENCY.
5. INFORMATION LITERACY.
Part 2. Program-level sustainability learning outcomes
10,367
Number of graduates from degree programs that require an understanding of the concept of sustainability:
261
A brief description of how the figure above was determined:
Departments that have sustainability-focused courses were researched to discover if they included topics above in their mission, program-level objectives, or degree course courses. The number of graduates from the programs was determined via tracking by the University Registrar and the office of Institutional Research, Analysis & Decision Support.
A list of degree programs that require an understanding of the concept of sustainability:
Please see attached documentation.
Documentation supporting the figure reported above (upload):
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:
2.52
Optional Fields
Additional documentation to support the submission:
---
Data source(s) and notes about the submission:
---
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.