| Overall Rating | Gold |
|---|---|
| Overall Score | 70.78 |
| Liaison | Julia Carlow |
| Submission Date | July 25, 2024 |
American University of Sharjah
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
8.00 / 8.00 |
Julia
Carlow Acting Head of Sustainability Sustainability |
Part 1. Institutional sustainability learning outcomes
Which of the following best describes the sustainability learning outcomes?:
A list of the institution level sustainability learning outcomes:
INSTITUTION LEVEL:
AUS has adopted a sustainability learning outcome through the General Education Requirement which is mandatory for all undergraduate students (institution's predominant student body): IEN 301 Innovation and Entrepreneurship Mindset.
Learning Outcome 6: Demonstrate an understanding of sustainability principles, especially as applied to innovation and entrepreneurship.
See page 57 in the 2022-2023 Undergraduate Catalogue (https://www.aus.edu/academics/services-and-resources/aus-catalogs):
All students must successfully complete three credit hours towards the innovation and entrepreneurship
requirement. IEN 301 - Innovation and Entrepreneurship Mindset - meets this requirement.
Additional information:
DIVISION LEVEL:
College of Engineering, Division (Program) Learning Outcome 4 From page 102 of the Undergraduate Student Catalogue, the College of Engineering has five (5) Objectives and Outcomes. Objective 4 is the offering of programs and courses "that are critical to the sustainable development of society and the quality of life in the region". As a result, all of the degrees offered by the College of Engineering have mandatory sustainability courses in their curricula.
School of Business Administration, Division (Program) Learning Outcomes 2 and 5 From page 130 of the Undergraduate Student Catalogue, the School of Business Administration has five (5) Objectives and Outcomes. Objective 2 is to develop students who become "individuals who can lead organizations toward economic success with an awareness of social and environmental responsibility in the global marketplace of the 21st century". Objective 5 is to develop in students "an awareness of societal and environmental needs and concerns as they relate to ethical, professional and socially responsible business practices". Both outcomes are met by mandatory coursework in Business Ethics and Social Responsibility, one of four mandatory upper-division courses that all Business Administration students must take in their junior or senior years.
Part 2. Program-level sustainability learning outcomes
Number of graduates from degree programs that require an understanding of the concept of sustainability:
A brief description of how the figure above was determined:
In academic year 22/23, AUS awarded 1087 total degrees of which 940 were Bachelor's Degrees (undergaduate degrees), 143 Master's Degrees and less than 5 PhD Degrees.
Source: https://www.aus.edu/about/aus-at-a-glance/facts-and-figures/fast-facts-fall-2023
By revieweing the 2022-2023 Undergraduate Catalogue (https://www.aus.edu/academics/services-and-resources/aus-catalogs), the AUS Sustainability Team identified a list of degree programs (both undergaduate and graduate level) that require an understanding of the concept of sustainability.
The AUS Sustainability team then collected the published information on "AUS Bachelors Degrees awarded by Major" and "AUS Masters Degrees awarded by Major" as published on the AUS website (https://www.aus.edu/about/aus-at-a-glance/facts-and-figures/fast-facts-fall-2023).
A list of degree programs that require an understanding of the concept of sustainability:
In addition to the mandatory General Education Requirement IEN 301 (Innovation and Entrepreneurship Mindset), the following undergaduate and graduate programs have a sustainability-focused learning outcome:
UNDERGRADUATE PROGRAMS:
Bachelor of Architecture Program: analyze and explain the relationship between design and environmental sustainability (32 Graduates in 22/23)
Bachelor of Interior Design Program: analyze and explain the relationship between design, environmental sustainability and interior applications of products and systems (14 Graduates in 22/23)
Bachelor of Science in Design Management: demonstrate an understanding of sustainable business models that are professionally and socially equitable (46 Graduates in 22/23)
Bachelor of Science in Biology: identify and carry out thoughtful approaches to biology-related problems, including ethical issues and biological threats to the environment (21 Graduates in 22/23)
Bachelor of Science in Chemistry: identify and carry out thoughtful approaches to chemistry-related problems, including ethical issues and the proper disposal of chemical waste (6 Graduates in 22/23)
Bachelor of Science in Environmental Sciences: evaluate and discuss sources of local and regional environmental threats and perform impact assessment studies • demonstrate knowledge of the fundamentals of environmental modeling, environmental monitoring techniques and risk assessment • evaluate the ethical, social, civic, cultural and political dimensions as they relate to environmental issues (8 Graduates in 22/23)
Bachelor of Science in Physics: demonstrate understanding of the impact of physics principles in global, economic, environmental and societal contexts (6 Graduates in 22/23)
Bachelor of Science in Chemical Engineering: apply engineering design to produce solutions that meet specified needs with consideration of public health, safety and welfare, as well as global, cultural, social, environmental and economic factors; recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental and societal contexts (47 Graduates in 22/23)
Bachelor of Science in Civil Engineering: apply engineering design to produce solutions that meet specified needs with consideration of public health, safety and welfare, as well as global, cultural, social, environmental and economic factors, recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental and societal contexts (65 Graduates in 22/23)
Bachelor of Science in Computer Engineering: apply engineering design to produce solutions that meet specified needs with consideration of public health, safety and welfare, as well as global, cultural, social, environmental and economic factors (66 Graduates in 22/23)
Bachelor of Science in Electrical Engineering: apply engineering design to produce solutions that meet specified needs with consideration of public health, safety and welfare, as well as global, cultural, social, environmental and economic factors; recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental and societal contexts (52 Graduates in 22/23)
Bachelor of Science in Industrial Engineering: apply engineering design to produce solutions that meet specified needs with consideration of public health, safety and welfare, as well as global, cultural, social, environmental and economic factors; recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts (51 Graduates in 22/23)
Bachelor of Science in Mechanical Engineering: apply engineering design to produce solutions that meet specified needs with consideration of public health, safety and welfare, as well as global, cultural, social, environmental and economic factors; recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental and societal contexts (69 Graduates in 22/23)
GRADUATE PROGRAMS:
Master of Urban Planning: undertake research and analysis in an interdisciplinary setting to foster sound insights into planning for sustainable places (11 Graduates in 22/23)
Doctor of Philosophy in Engineering–Engineering Systems Management: apply technical knowledge for long term sustainable and economic development; assess economic, environmental and societal impacts of engineering management systems (9 Graduates in 22/23)
Total: 503 Graduates (46.27% of total graduates in 22/23)
Source: https://www.aus.edu/academics/services-and-resources/aus-catalogs
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
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.