| Overall Rating | Gold |
|---|---|
| Overall Score | 83.37 |
| Liaison | Ruairi O'Mahony |
| Submission Date | Feb. 11, 2022 |
University of Massachusetts Lowell
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
8.00 / 8.00 |
Ruairi
O'Mahony Executive Director Rist Institute for Sustainability and Energy |
"---"
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-focused
A list of the institution level sustainability learning outcomes:
Through UMass Lowell’s robust Core Curriculum requirements all of UMass Lowell’s undergraduate students graduate from the institution with required sustainability learning outcomes as defined in AASHE’s STARS Credit “AC-2 Learning Outcomes”.
The Core Curriculum at UMass Lowell ensures that students are learning deeply and broadly, developing essential intellectual abilities that prepare our students to thrive in and affect real world change. The UMass Lowell Core Curriculum addresses this challenge with a framework of requirements which include Essential Learning Outcomes.
Through the Essential Learning Outcomes (ELOs) students practice seven key intellectual skills- the Core ELOs- in ways that are tailored and relevant for their major. Under UMass Lowell’s Core Curriculum, students are required to master each of seven Essential Learning Outcomes (ELOs). These ELOs may be met within the major or through other courses.
The seven ELOs are:
• Applied and Integrative Learning (AIL)
• Critical Thinking and Problem Solving (CTPS)
• Diversity and Cultural Awareness (DCA)
• Information Literacy (IL)
• Quantitative Literacy (QL)
• Social Responsibility and Ethics (SRE)
• Written and Oral Communication (WOC)
The ELO website is at the following location: https://www.uml.edu/Catalog/Undergraduate/Core-Curriculum/ELO/
The Diversity and Cultural Awareness (DCA) and Social Responsibility and Ethics (SRE) learning outcomes are consistent with the United Nations Educational, Scientific and Cultural Organization (UNESCO), student learning outcomes. Specifically, as it relates to sustainability, SRE and provides our students with the knowledge and skills about the interdependence of the ecological and social/economic systems. DCA provides students with a holistic review of sustainability as an interdisciplinary concept having social, economic, and environmental connections.
Examples from each include:
• Identifying, analyzing and defending one’s own attitudes and beliefs towards key societal moral issues including economic, environmental, and societal factors.
• Evaluating the impact of actions taken by individuals and organizations that have made or attempted to bring about change for social good.
• Designing and implementing a project that addresses a community need, explaining and defending the importance of that project from a moral standpoint. (Often these projects are community based working with different socio-economic groups in Lowell).
• Applying moral reasoning to concrete ethical problems in their cultural, social, economic and environmental context, showing an awareness of the competing values at stake and the implications of the moral decision.
• Identifying the diversity and commonality of moral values across cultures.
• Articulating answers to complex questions about other cultures and diverse groups, reflecting an awareness of diverse cultural and social group perspectives.
Sample Activities or Assignments:
• Produce a tangible product (a piece of legislation or policy, a business, building, or civic infrastructure, water quality or scientific assessment, needs survey, research paper, service program or organization) that integrates your academic work with community engagement. Show how you engage community constituents and respond to community needs and assets through the process.
• Create and manage a service project that engages others (such as youths or members of a neighborhood) in learning about and taking action on an issue they care about. In the process, teach and model processes that engage others in a deliberative democracy forum, one that includes multiple perspectives on the issue and seeks how best to make positive changes. Examples include volunteering with Mill City Grows, a local food access organization, leading service projects at the campus Urban Agriculture Greenhouse.
• The Rist Institute’s Climate Mitigation Challenge is a unique offering for all undergraduate students, that encourages them to take the knowledge gained from their ELO’s and find ways to reduce the university community’s carbon dioxide (CO2) emissions by 10,000 pounds over the span of 10 weeks. Students work on innovative approaches that tie ecological, economic, and social dimensions together both on the university’s campus and in the surrounding City of Lowell.
• Analyze a system (e.g., educational, health care, economic) in terms of access and barriers to diverse groups.
Furthermore, through a supporting program called Enriching ELOs (E2LOs) students enrich their learning and build connections between the core outcomes achieved in the classroom with the experiential, co-curricular opportunities beyond the classroom. Enriching ELOs is discussed in greater detail at the following URL: https://www.uml.edu/enriching-elo/
The Core Curriculum at UMass Lowell ensures that students are learning deeply and broadly, developing essential intellectual abilities that prepare our students to thrive in and affect real world change. The UMass Lowell Core Curriculum addresses this challenge with a framework of requirements which include Essential Learning Outcomes.
Through the Essential Learning Outcomes (ELOs) students practice seven key intellectual skills- the Core ELOs- in ways that are tailored and relevant for their major. Under UMass Lowell’s Core Curriculum, students are required to master each of seven Essential Learning Outcomes (ELOs). These ELOs may be met within the major or through other courses.
The seven ELOs are:
• Applied and Integrative Learning (AIL)
• Critical Thinking and Problem Solving (CTPS)
• Diversity and Cultural Awareness (DCA)
• Information Literacy (IL)
• Quantitative Literacy (QL)
• Social Responsibility and Ethics (SRE)
• Written and Oral Communication (WOC)
The ELO website is at the following location: https://www.uml.edu/Catalog/Undergraduate/Core-Curriculum/ELO/
The Diversity and Cultural Awareness (DCA) and Social Responsibility and Ethics (SRE) learning outcomes are consistent with the United Nations Educational, Scientific and Cultural Organization (UNESCO), student learning outcomes. Specifically, as it relates to sustainability, SRE and provides our students with the knowledge and skills about the interdependence of the ecological and social/economic systems. DCA provides students with a holistic review of sustainability as an interdisciplinary concept having social, economic, and environmental connections.
Examples from each include:
• Identifying, analyzing and defending one’s own attitudes and beliefs towards key societal moral issues including economic, environmental, and societal factors.
• Evaluating the impact of actions taken by individuals and organizations that have made or attempted to bring about change for social good.
• Designing and implementing a project that addresses a community need, explaining and defending the importance of that project from a moral standpoint. (Often these projects are community based working with different socio-economic groups in Lowell).
• Applying moral reasoning to concrete ethical problems in their cultural, social, economic and environmental context, showing an awareness of the competing values at stake and the implications of the moral decision.
• Identifying the diversity and commonality of moral values across cultures.
• Articulating answers to complex questions about other cultures and diverse groups, reflecting an awareness of diverse cultural and social group perspectives.
Sample Activities or Assignments:
• Produce a tangible product (a piece of legislation or policy, a business, building, or civic infrastructure, water quality or scientific assessment, needs survey, research paper, service program or organization) that integrates your academic work with community engagement. Show how you engage community constituents and respond to community needs and assets through the process.
• Create and manage a service project that engages others (such as youths or members of a neighborhood) in learning about and taking action on an issue they care about. In the process, teach and model processes that engage others in a deliberative democracy forum, one that includes multiple perspectives on the issue and seeks how best to make positive changes. Examples include volunteering with Mill City Grows, a local food access organization, leading service projects at the campus Urban Agriculture Greenhouse.
• The Rist Institute’s Climate Mitigation Challenge is a unique offering for all undergraduate students, that encourages them to take the knowledge gained from their ELO’s and find ways to reduce the university community’s carbon dioxide (CO2) emissions by 10,000 pounds over the span of 10 weeks. Students work on innovative approaches that tie ecological, economic, and social dimensions together both on the university’s campus and in the surrounding City of Lowell.
• Analyze a system (e.g., educational, health care, economic) in terms of access and barriers to diverse groups.
Furthermore, through a supporting program called Enriching ELOs (E2LOs) students enrich their learning and build connections between the core outcomes achieved in the classroom with the experiential, co-curricular opportunities beyond the classroom. Enriching ELOs is discussed in greater detail at the following URL: https://www.uml.edu/enriching-elo/
Part 2. Program-level sustainability learning outcomes
4,882
Number of graduates from degree programs that require an understanding of the concept of sustainability:
3,170
A brief description of how the figure above was determined:
Total number of graduates include all awarded completions in academic year 2021. Bachelor and Associate degrees are counted as the number of graduates that require an understanding of the concept of sustainability based upon the required completion of the Social Responsibility and Ethics (SRE) Essential Learning Outcomes (ELO). The ELO website contains the following statement about the required learning outcomes in the SRE ELO:
Social Responsibility and Ethics (SRE): Students can assess moral beliefs and practices to make a positive difference and contribute to a more sustainable global and local environment.
The webpage is available at: https://www.uml.edu/Catalog/Undergraduate/Core-Curriculum/ELO/
Social Responsibility and Ethics (SRE): Students can assess moral beliefs and practices to make a positive difference and contribute to a more sustainable global and local environment.
The webpage is available at: https://www.uml.edu/Catalog/Undergraduate/Core-Curriculum/ELO/
A list of degree programs that require an understanding of the concept of sustainability:
Degree programs are listed in the uploaded spreadsheet.
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:
64.93
Optional Fields
Additional documentation to support the submission:
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.