| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 70.16 |
| Liaison | Kylee Singh |
| Submission Date | Sept. 19, 2019 |
| Executive Letter | Download |
California Polytechnic State University
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
8.00 / 8.00 |
Kylee
Singh Sustainability Coordinator Energy Utilities and Sustainability |
Total number of graduates from degree programs (i.e. majors, minors, concentrations, certificates, and other academic designations):
Number of students that graduate from programs that have adopted at least one sustainability learning outcome:
Percentage of students who graduate from programs that have adopted at least one sustainability learning outcome:
Do the figures reported above cover one, two, or three academic years?:
Does the institution specify sustainability learning outcomes at the institution level (e.g. covering all students)?:
Does the institution specify sustainability learning outcomes at the division level (e.g. covering particular schools or colleges within the institution)?:
A list or brief description of the institution level or division level sustainability learning outcomes:
Sustainability Learning Objectives
Cal Poly defines sustainability as the ability of the natural and social systems to survive and thrive together to meet current and future needs. In order to consider sustainability when making reasoned decisions, all graduating students (meaning all graduate and undergraduate) should be able to:
- Define and apply sustainability principles within their academic programs
- Explain how natural, economic, and social systems interact to foster or prevent sustainability
- Analyze and explain local, national, and global sustainability using a multidisciplinary approach
- Consider sustainability principles while developing personal and professional values
- Academic Senate Resolution 688-09 (PDF), approved by President Baker June 22, 2009
In April 2004, President Baker signed the Talloires Declaration, a 10-point action plan. This plan commits Cal Poly to sustainability and environmental literacy in teaching, theory, and practice.
https://academicprograms.calpoly.edu/content/academicpolicies/sustainability_lo
Does the institution specify sustainability learning outcomes at the program level (i.e. majors, minors, concentrations, degrees, diplomas, certificates, and other academic designations)?:
A list or brief description of the program level sustainability learning outcomes (or a list of sustainability-focused programs):
The College of Agriculture, Food, and Environmental Sciences (CAFES) Natural Resource Management and Environmental Science Program (NRES) list:
Environmental Management and Protection and Forestry and Natural Resources learning outcomes:
- Demonstrate critical thinking/problem solving.
- Effectively communicate, work in teams, and develop leadership skills.
- Integrate and apply technical knowledge.
- Demonstrate proficiency in quantitative skills and information management.
- Exhibit an understanding of ethics and sustainability principles.
- Engage in lifelong learning.
Taken from https://nres.calpoly.edu/program-learning-objectives-outcomes
The City and Regional Planning Program (CRP):
Professional skills
- Reflect upon, critique, and evolve the practice of planning
- Address issues of sustainability, diversity, and environmental and social justice
- Practice in accordance with the AICP Code of Ethics
Taken from: http://catalog.calpoly.edu/collegesandprograms/collegeofarchitectureandenvironmentaldesign/cityregionalplanning/bscityandregionalplanning/
The Civil and Environmental Engineering program adopts the standard outcomes associated with ABET’s Engineering Accreditation Commission (1 through 7) as follows:
- an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
- an ability to 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
- an ability to communicate effectively with a range of audiences
- an ability to 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
- an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
- an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
- an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
Taken from: https://ceenve.calpoly.edu/mission
Do course level sustainability learning outcomes contribute to the figure reported above (i.e. in the absence of program, division, or institution level learning outcomes)?:
A list or brief description of the course level sustainability learning outcomes and the programs for which the courses are required:
The website URL where information about the programs or initiatives is available:
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.