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 |
Does the institution have a published plan or plans that include measurable sustainability objectives that address sustainability in curriculum and/or research?:
A list or sample of the measurable sustainability objectives related to academics and the plan(s) in which they are published:
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.
Does the institution have a published plan or plans that include measurable sustainability objectives that address student, employee, or community engagement for sustainability?:
A list or sample of the measurable sustainability objectives related to engagement and the plan(s) in which they are published:
Does the institution have a published plan or plans that include measurable sustainability objectives that address sustainability in operations?:
A list or sample of the measurable sustainability objectives related to operations and the plan(s) in which they are published:
Does the institution have a published plan or plans that include measurable sustainability objectives that address diversity, equity, and inclusion; sustainable investment/finance; or wellbeing?:
A list or sample of the measurable sustainability objectives related to administration and the plan(s) in which they are published:
KEY PERFORMANCE INDICATOR 1.3.2: 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]
Does the institution have a published strategic plan or equivalent guiding document that includes sustainability at a high level? :
The institution’s highest guiding document (upload):
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?:
The institution's sustainability plan (upload):
Website URL where the institution's sustainability plan is publicly available:
Does the institution have a formal statement in support of sustainability endorsed by its governing body?:
The formal statement in support of sustainability:
The institution’s definition of sustainability:
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:
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:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
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/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
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.