| Overall Rating | Gold |
|---|---|
| Overall Score | 75.88 |
| Liaison | Deborah Steinberg |
| Submission Date | Dec. 17, 2024 |
Carnegie Mellon University
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
4.98 / 8.00 |
Deborah
Steinberg Green Practices and Sustainability Manager FMCS |
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:
CMU Core Competencies Initiative
Core competencies are a set of essential capabilities that are important for success across many disciplines and professions. When students graduate from CMU, their enhanced abilities in these core competency areas will complement their disciplinary expertise and set them up for further success.
The following learning objectives in each of the four Core Competency areas are idendified as sustainability-supportive.
Collaboration & Teamwork:
- Participate in constructive dialogue to support both the process and product of the collaboration
- Shape teams and navigate collaborations in consideration of individual differences and interpersonal dynamics
- Apply skills and processes to resolve and manage disagreements in collaborative settings
- Anticipate and evaluate how communication products are received by target audiences in order to respect diverse perspectives.
Information & Data Literacy:
-
Analyze data and engage with information in and across communities of practice
Intercultural & Global Learning + Diversity, Equity, & Inclusion (DEI):
- Explore how cultural contexts influence individual identity development
- Consider, examine, and integrate differences between individual positions and the positions of others in multiple cultural contexts.
- Demonstrate an attitude of inclusion by engaging mindfully across a diversity of lived experiences
- Recognize the role that individuals play in advancing equity and identify ways in which they may contribute in these roles
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:
The number of graduates reported by CMU's Institutional Research for the 2023-2024 academic year with a major in each of the identified degree areas that have a sustainability-focused learning objectives or require a sustainability-focused course were tallied.
A list of degree programs that require an understanding of the concept of sustainability:
The School of Architecture and it's degree programs:
- understand architecture’s historical, social and environmental contexts;
- work ethically to achieve social progress and justice in the built environment
Students who complete an degree in the College of Engineering will acquire:
- 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 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;
All first-year, undergraduate students in Dietrich College are required to take a Grand Challenge Seminar, which focus on real, complex global problems like climate change, food insecurity or racism.
Upon graduation recipients of a degree in Chemistry will:
- Understand the opportunities and consequences of chemistry for the environment and society for both short term and long-term sustainability.
The Physics program requires that students should be able to:
- Articulate how one's own developing skills in science and technology can be increasingly used in constructive community service or engagement that recognizes the potential impact on local and global issues, including environmental impact and sustainability.
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.