| Overall Rating | Gold |
|---|---|
| Overall Score | 68.91 |
| Liaison | Susan Powers |
| Submission Date | April 10, 2024 |
Clarkson University
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
7.02 / 8.00 |
Susan
Powers Director of the Institute for a Sustainable Environment ISE |
"---"
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-supportive
A list of the institution level sustainability learning outcomes:
University-level learning outcomes for all undergraduate degree programs include aspects of sustainability in terms of experiencing diversity, personal and professional ethics, and science and technology with their impact on society and the environment. The overall learning outcomes are defined as:
* In addition to attaining mastery of the core knowledge within the field, a Clarkson education is designed to enable students to: (https://www.clarkson.edu/about-clarkson)
• solve real-world, open-ended problems with creativity and risk taking to obtain solutions that are practical and sustainable, including those they encounter in state-of-the-art research under the direction of distinguished faculty;
• develop and refine exceptional communication skills with an awareness of potential cultural differences;
• lead effectively and work productively within disciplinary and multidisciplinary teams composed of members with diverse interests and backgrounds;
This same statement is also written as:
* Knowledge is the essence of a university education, and each Clarkson graduate is expected to become knowledgeable beyond his or her major field in these areas
The overarching learning outcomes are accomplished through required selection of courses in 6 knowledge areas. Each of the courses approved as fulfilling Knowledge Areas must include specific learning outcomes. Two of the six knowledge areas have sustainability related learning outcomes.
For ALL Undergraduate students: (relevant learning outcomes for required knowledge area courses)
Science, Technology and Society (STS): Analyze relationships among science, technology, and the health and welfare of humans and sustainability of the environment.
Economics and Organization (EO): Analyze the allocation of resources for production and consumption and the implications for local and global development, sustainable growth, and the environment
The overall Learning Outcomes included above stated stated in the Clarkson Catalog (see URL in data sources, pp24-26) The details for the learning outcomes for the STS and EO knowledge areas are only available through Clarkson's intranet (general access not available)
* In addition to attaining mastery of the core knowledge within the field, a Clarkson education is designed to enable students to
• solve real-world, open-ended problems with creativity and risk taking to obtain solutions that are practical and sustainable, including those they encounter in state-of-the-art research under the direction of distinguished faculty;
• develop and refine exceptional communication skills with an awareness of potential cultural differences;
• lead effectively and work productively within disciplinary and multidisciplinary teams composed of members with diverse interests and backgrounds;
This same statement is also written as:
* Knowledge is the essence of a university education, and each Clarkson graduate is expected to become knowledgeable beyond his or her major field in these areas
The overarching learning outcomes are accomplished through required selection of courses in 6 knowledge areas. Each of the courses approved as fulfilling Knowledge Areas must include specific learning outcomes. Two of the six knowledge areas have sustainability related learning outcomes.
For ALL Undergraduate students: (relevant learning outcomes for required knowledge area courses)
Science, Technology and Society (STS): Analyze relationships among science, technology, and the health and welfare of humans and sustainability of the environment.
Economics and Organization (EO): Analyze the allocation of resources for production and consumption and the implications for local and global development, sustainable growth, and the environment
The overall Learning Outcomes included above stated stated in the Clarkson Catalog (see URL in data sources, pp24-26) The details for the learning outcomes for the STS and EO knowledge areas are only available through Clarkson's intranet (general access not available)
Part 2. Program-level sustainability learning outcomes
1,086
Number of graduates from degree programs that require an understanding of the concept of sustainability:
681
A brief description of how the figure above was determined:
Learning outcomes from both the undergraduate and graduate catalogs for all degrees and programs. The ones that had program or student outcomes that focused on sustainability were counted as degrees or programs that require an understanding of the concept of sustainability. This included all undergraduate degrees, four MS degrees, and one PhD program.
A list of degree programs that require an understanding of the concept of sustainability:
University-level learning outcomes for all undergraduate degree programs include aspects of sustainability and some undergraduate programs have additional sustainability-related learning outcomes, highlighted below.
Biology: (from Clarkson Catalog, URL in data sources, p. 104)
* Students will obtain insight to current issues of bioethical concern ranging from preservation of global biodiversity to the improvement of human health through modern advances in biotechnology.
Political Science: (from Clarkson Catalog, URL in data sources, p. 154)
*A comprehensive understanding of politics, political institutions, and the processes involved in translating values and information into public policy and legislation
Interdisciplinary Liberal Studies, and Interdisciplinary Social Sciences: (from Clarkson Catalog, URL in data sources, p. 138)
*Gain critical perspectives on themselves and the world
*Understand the complexities of open-ended human problems
*Achieve awareness of cultural and social diversity
*Assess the ethical and social implications of science, technology, and business
Environmental Science & Policy (from Clarkson Catalog, URL in data sources, p. 283)
* Students will be able to explain the basic methods and aims of environmental science as well as the interactions of organisms, their environments and the consequences of these interactions for human population, communities, and ecosystem dynamics.
*Students will develop the ability to analyze environmental policy and characterize sustainable communities by becoming aware of scientific issues in the larger social, environmental and economic context.
Environmental Health Science: (from Clarkson Catalog, URL in data sources, p. 291)
*Understand the scientific principles and practical applications of the anticipation, recognition, evaluation and control of health hazards in the workplace and community environment
* Understand the role EHS plays in impacting global solutions to environmental health problems – sustainability concepts
ABET Accreditation(1) for all undergraduate engineering and Engrg. & Management students requires sustainability. Each department defines learning objectives accordingly. Current learning outcomes are included in ABET Self Study report, which is not yet available on the web.
Engineering and Management:(from Clarkson Catalog, URL in data sources, p. 190)
*Apply technical problem solving skills to develop innovative, effective, and sustainable solutions to complex problems
*Continuously balance simultaneous demands of today’s global environment through multi-tasking capabilities of planning, organizing, managing and controlling resources
Mechanical and Aerospace Engineering: (from Clarkson Catalog, URL in data sources, p. 219 and 258)
*competently apply engineering methods to solve professional problems associated with the design, development, manufacture, and maintenance of aerospace and related systems and understand the social, ethical, and environmental context of their work.
Chemical Engineering: (from Clarkson Catalog, URL in data sources, p. 224)
*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
Civil Engineering & Environmental Engineering: (from Clarkson Catalog, URL in data sources, p. 229 and 254)
*Students will have the ability to recognize and practice ethical, professional, and environmental responsibility in engineering problem solving, evaluation, and design based upon knowledge of the humanities and exposure to, and understanding of, environmental quality as well as the NSPE Code of Ethics for Professional Engineers.
*Students will have the opportunity to demonstrate their ability to design a system, component or process to meet desired needs for the public good. (Public good defined as public health, safety and welfare, as well as global, national, cultural, social, environmental and economic factors)
Electrical Engineering, Software Engineering & Computer Engineering: (from Clarkson Catalog, URL in data sources, p. 245, 318 and 237)
* 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. (in ABET self study report, not yet on the web)
AACSB accreditation (2) for students in the Reh School of Business also require sustainability:
Learning objectives defined for overall Reh Undergrad Programs including the E&M to be reported to AACSB.
Our students apply cross-cultural and global issues in making business decisions in a global, economic, environmental, and societal context.
Additional Learning objectives defined only for E&M:
*Apply technical problem solving skills to develop innovative, effective, and sustainable solutions to complex problems
*Continuously balance simultaneous demands of today’s global environment through multi-tasking capabilities of planning, organizing, managing and controlling resources
Graduate Programs:
MS Environmental Science and Engineering
*Apply advanced discipline-specific content knowledge to identify, analyze, and/or propose solutions to aspects of complex, real world environmental and sustainability problems using a systems perspective.**
**Fundamental knowledge, skill, and practical experience in the field of environmental science and engineering
PhD Environmental Science and Engineering
*Apply advanced multi-disciplinary content knowledge to identify, analyze, and/or propose solutions to aspects of complex, real world environmental and sustainability problems using a systems perspective.**
**Superior knowledge, skill, and practical experience in the field of environmental science and engineering
MS Environmental Policy
*Apply advanced discipline-specific content knowledge to identify, analyze, and/or propose solutions to aspects of complex, real world environmental and sustainability problems using a systems perspective.**
** Ability to examine the social, economic, and political dimensions of environmental issues
MS Business of Energy
* The program blends contemporary energy issues and related business principles to create a focused learning experience designed to increase the student’s competency to generate ideas, solve problems, and manage change and complexity in the challenging energy industry.
MS Energy Systems:
*This is a technical degree focused on energy systems and related technology and the impact of our external changing environment on these technologies
*Enable students to integrate non-technical courses regarding the impact of environmental, economic, and regulatory issues on energy
(1) ABET Website https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2018-2019/#GC3.
(2) AACSB Website https://www.aacsb.edu/-/media/aacsb/docs/accreditation/business/standards-and-tables/2018-business-standards.ashx?la=en&hash=B9AF18F3FA0DF19B352B605CBCE17959E32445D9 (p.7)
(3) Undergraduate Catalog: https://www.clarkson.edu/sites/default/files/2023-07/Clarkson-2022-23-Undergrad-Catalog.pdf
(4) Graduate Catalog: https://www.clarkson.edu/sites/default/files/2023-07/Clarkson-2022-23-Grad-Catalog-Combined%201.16.23%20%281%29.pdf
Biology: (from Clarkson Catalog, URL in data sources, p. 104)
* Students will obtain insight to current issues of bioethical concern ranging from preservation of global biodiversity to the improvement of human health through modern advances in biotechnology.
Political Science: (from Clarkson Catalog, URL in data sources, p. 154)
*A comprehensive understanding of politics, political institutions, and the processes involved in translating values and information into public policy and legislation
Interdisciplinary Liberal Studies, and Interdisciplinary Social Sciences: (from Clarkson Catalog, URL in data sources, p. 138)
*Gain critical perspectives on themselves and the world
*Understand the complexities of open-ended human problems
*Achieve awareness of cultural and social diversity
*Assess the ethical and social implications of science, technology, and business
Environmental Science & Policy (from Clarkson Catalog, URL in data sources, p. 283)
* Students will be able to explain the basic methods and aims of environmental science as well as the interactions of organisms, their environments and the consequences of these interactions for human population, communities, and ecosystem dynamics.
*Students will develop the ability to analyze environmental policy and characterize sustainable communities by becoming aware of scientific issues in the larger social, environmental and economic context.
Environmental Health Science: (from Clarkson Catalog, URL in data sources, p. 291)
*Understand the scientific principles and practical applications of the anticipation, recognition, evaluation and control of health hazards in the workplace and community environment
* Understand the role EHS plays in impacting global solutions to environmental health problems – sustainability concepts
ABET Accreditation(1) for all undergraduate engineering and Engrg. & Management students requires sustainability. Each department defines learning objectives accordingly. Current learning outcomes are included in ABET Self Study report, which is not yet available on the web.
Engineering and Management:(from Clarkson Catalog, URL in data sources, p. 190)
*Apply technical problem solving skills to develop innovative, effective, and sustainable solutions to complex problems
*Continuously balance simultaneous demands of today’s global environment through multi-tasking capabilities of planning, organizing, managing and controlling resources
Mechanical and Aerospace Engineering: (from Clarkson Catalog, URL in data sources, p. 219 and 258)
*competently apply engineering methods to solve professional problems associated with the design, development, manufacture, and maintenance of aerospace and related systems and understand the social, ethical, and environmental context of their work.
Chemical Engineering: (from Clarkson Catalog, URL in data sources, p. 224)
*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
Civil Engineering & Environmental Engineering: (from Clarkson Catalog, URL in data sources, p. 229 and 254)
*Students will have the ability to recognize and practice ethical, professional, and environmental responsibility in engineering problem solving, evaluation, and design based upon knowledge of the humanities and exposure to, and understanding of, environmental quality as well as the NSPE Code of Ethics for Professional Engineers.
*Students will have the opportunity to demonstrate their ability to design a system, component or process to meet desired needs for the public good. (Public good defined as public health, safety and welfare, as well as global, national, cultural, social, environmental and economic factors)
Electrical Engineering, Software Engineering & Computer Engineering: (from Clarkson Catalog, URL in data sources, p. 245, 318 and 237)
* 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. (in ABET self study report, not yet on the web)
AACSB accreditation (2) for students in the Reh School of Business also require sustainability:
Learning objectives defined for overall Reh Undergrad Programs including the E&M to be reported to AACSB.
Our students apply cross-cultural and global issues in making business decisions in a global, economic, environmental, and societal context.
Additional Learning objectives defined only for E&M:
*Apply technical problem solving skills to develop innovative, effective, and sustainable solutions to complex problems
*Continuously balance simultaneous demands of today’s global environment through multi-tasking capabilities of planning, organizing, managing and controlling resources
Graduate Programs:
MS Environmental Science and Engineering
*Apply advanced discipline-specific content knowledge to identify, analyze, and/or propose solutions to aspects of complex, real world environmental and sustainability problems using a systems perspective.**
**Fundamental knowledge, skill, and practical experience in the field of environmental science and engineering
PhD Environmental Science and Engineering
*Apply advanced multi-disciplinary content knowledge to identify, analyze, and/or propose solutions to aspects of complex, real world environmental and sustainability problems using a systems perspective.**
**Superior knowledge, skill, and practical experience in the field of environmental science and engineering
MS Environmental Policy
*Apply advanced discipline-specific content knowledge to identify, analyze, and/or propose solutions to aspects of complex, real world environmental and sustainability problems using a systems perspective.**
** Ability to examine the social, economic, and political dimensions of environmental issues
MS Business of Energy
* The program blends contemporary energy issues and related business principles to create a focused learning experience designed to increase the student’s competency to generate ideas, solve problems, and manage change and complexity in the challenging energy industry.
MS Energy Systems:
*This is a technical degree focused on energy systems and related technology and the impact of our external changing environment on these technologies
*Enable students to integrate non-technical courses regarding the impact of environmental, economic, and regulatory issues on energy
(1) ABET Website https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2018-2019/#GC3.
(2) AACSB Website https://www.aacsb.edu/-/media/aacsb/docs/accreditation/business/standards-and-tables/2018-business-standards.ashx?la=en&hash=B9AF18F3FA0DF19B352B605CBCE17959E32445D9 (p.7)
(3) Undergraduate Catalog: https://www.clarkson.edu/sites/default/files/2023-07/Clarkson-2022-23-Undergrad-Catalog.pdf
(4) Graduate Catalog: https://www.clarkson.edu/sites/default/files/2023-07/Clarkson-2022-23-Grad-Catalog-Combined%201.16.23%20%281%29.pdf
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:
62.71
Optional Fields
Additional documentation to support the submission:
---
Data source(s) and notes about the submission:
Data from degrees awarded in 2022-2023 academic year.
1) ABET Website https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2018-2019/#GC3.
(2) AACSB Website https://www.aacsb.edu/-/media/aacsb/docs/accreditation/business/standards-and-tables/2018-business-standards.ashx?la=en&hash=B9AF18F3FA0DF19B352B605CBCE17959E32445D9 (p.7)
(3) Undergraduate Catalog: https://www.clarkson.edu/sites/default/files/2023-07/Clarkson-2022-23-Undergrad-Catalog.pdf
(4) Graduate Catalog: https://www.clarkson.edu/sites/default/files/2023-07/Clarkson-2022-23-Grad-Catalog-Combined%201.16.23%20%281%29.pdf
1) ABET Website https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2018-2019/#GC3.
(2) AACSB Website https://www.aacsb.edu/-/media/aacsb/docs/accreditation/business/standards-and-tables/2018-business-standards.ashx?la=en&hash=B9AF18F3FA0DF19B352B605CBCE17959E32445D9 (p.7)
(3) Undergraduate Catalog: https://www.clarkson.edu/sites/default/files/2023-07/Clarkson-2022-23-Undergrad-Catalog.pdf
(4) Graduate Catalog: https://www.clarkson.edu/sites/default/files/2023-07/Clarkson-2022-23-Grad-Catalog-Combined%201.16.23%20%281%29.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.