|Submission Date||June 15, 2017|
Cleveland State University
AC-2: Learning Outcomes
|0.45 / 8.00||
Director of Sustainability
Facilities l Architect l Safety l Technology
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:
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 curriculum must prepare graduates to apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of basic science; apply probability and statistics to address uncertainty; analyze and solve problems in at least four technical areas appropriate to civil engineering; conduct experiments in at least two technical areas of civil engineering and analyze and interpret the resulting data; design a system, component, or process in at least two civil engineering contexts; include principles of sustainability in design; explain basic concepts in project management, business, public policy, and leadership; analyze issues in professional ethics; and explain the importance of professional licensure.
Through its ABET accredited undergraduate program and graduate program, the Civil and Environmental Engineering Department prepares its students to meet the challenges of tomorrow. Students develop insights into the physical, economical, sociological, and even political constraints which must be considered in engineering analysis and design.
Competency requirements introduce students to areas outside of their major area of study and promote an interdisciplinary approach to solving environmental problems.
The Master of Arts in Environmental Studies Program prepares students for careers in environmental policy and management while providing students with a broad, interdisciplinary course of study. Developing and managing human institutions, organizations and behaviors that restore, protect, and sustain the environment requires careful study of both natural and human systems and their interdependence. This task is at the core of an environmental studies degree program.
To equip students with a core foundation in environmental science, policy, law, and management for professional careers that will “bridge the gap” between environmental scientists and public policy and management professionals, in order to protect the integrity, diversity, and resilience of existing social-ecological systems and to shape them into sustainable human settlements.
1. Students will have a core knowledge base in biology, environmental physics, and environmental engineering
2. Students will understand the institutional and organizational context in which environmental policies and decisions are made and implemented through law, regulation, and administrative and financial practices
3. Students will understand the processes of public policy decision making, including the links between scientific research and environmental policy and inter-organizational relationships
4. Students will be able to design a policy-based applied research project, collect and analyze scientific and other data using electronic technology, and pursue
results using a variety of methods and techniques relevant for environmental policy and management;
5. Students will be able to specialize in public decision making-related domains positively affecting the environment
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:
UST 436 - URBAN SUSTAINABILITY (Required for BA Environmental Studies and BA Urban Studies, Environmental Policy and Management)
Presents the values, trends and methods of planning for environmentally sustainable cities and regions. Focuses on urban sustainability and built form, including buildings, designed green spaces, urban water systems, energy and economic change. Students become familiar with processes that generate the physical landscape and the impacts of human settlements on natural landscapes. Students become familiar with the three “E’s” of sustainability, environment, economics and equity.
EVS 300 - PHYSICAL FEATURES OF ECOSYSTEMS (Required for BS Environmental Science)
Overview of the dynamics of the abiotic factors contributing to ecosystem structure and function. The course will include water resources and flood hazards, environmental hazards, soils, and waste management. It will deal both with natural factors and environments that have been affected by human intervention, as well as conservation of the resources on which society depends.
EVS 506 - ECOSYSTEM SCIENCE (Required for MS Environmental Engineering)
Introduction to the science of ecosystems. Substantive materials from geology, biology, and chemistry are used to create a picture of the complex systems underlying the natural world and human society, and how society can manage these systems.
The website URL where information about the programs or initiatives is available:
Additional documentation to support 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 and complete the Data Inquiry Form.
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 and complete the Data Inquiry Form.