Overall Rating Gold - expired
Overall Score 72.14
Liaison Kelsey Beal
Submission Date March 2, 2018
Executive Letter Download

STARS v2.1

Indiana University Bloomington
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 5.90 / 8.00 Andrew Predmore
University Director of Sustainability
Sustain IU
"---" indicates that no data was submitted for this field

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:

All undergraduate students who matriculate as degree-seeking students at Indiana University Bloomington in or after first summer session 2011 will be required to complete the campus-wide General Education requirements prior to graduation with a baccalaureate degree.

The goal of the General Education requirements is that "Every student should leave IU with a broad knowledge of the social and natural world, an appreciation for the arts and humanities, a keen sense of self, an awareness of our membership in a global society, and an understanding of what it means to be thoughtful and responsible citizens of the community, state, and nation in which they live." To meet this goal, the Common Ground requirements are established by the General Education Committee and apply to all undergraduates pursuing a baccalaureate degree. The are: foundational courses in English composition and mathematical modeling and breadth of inquiry courses in arts and humanities, social and historical studies, national and mathematical sciences (at least one of which must be a natural science course), and world languages and cultures.

The learning outcomes the World Languages and Cultures requirement (shared by all undergraduate degree-seeking students) states:

LO(2): "Students who complete the requirement will demonstrate knowledge of global issues, processes, trends, and systems, such as economic and political interdependency among nations, environmental-cultural interaction, global governance bodies, and nongovernmental organizations."

LO (4): “demonstrate the ability to use cultural knowledge, diverse cultural frames of reference, and alternate cultural perspectives to think critically and solve problems.”

Additional Learning outcomes that map to sustainability include the following:

Arts and Humanities: LO(4): the ability to develop arguments, ideas, and opinions about forms of human expression, grounded in rational analysis and in an understanding of and respect for the historical context of expressions and artifacts, and to express these ideas in written and/or oral form.

Under Social and Historical Studies: LO1): demonstrate knowledge of human cultures based on an understanding of history, social situations, and social institutions.” And LO (5): “demonstrate intercultural and/or civic knowledge.”

Under Natural and Mathematical Sciences: L0(2): “demonstrate the ability to model and understand the physical and natural world.”

Just to reiterate, these common ground learning objectives must be incorporated into every baccalaureate degree program. There are a variety of courses in each category that are designed to achieve these learning outcomes. All of these core learning outcomes that are required in the General Education Curriculum are detailed here: https://gened.indiana.edu/about/gened-learning-outcomes.html

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 vision or School of Public and Environmental Affairs' Master of Public Affairs program is to prepare students to "contribute to the public good by addressing social, economic, environmental, and governance challenges efficiently, effectively, and equitably". To achieve this vision, the SPEA MPA program has very specific learning outcomes that map directly to sustainability. We have included those learning outcomes:
1. To lead and manage in public governance.

Definition: To understand and improve how organizations operate individually and collectively to address social, economic, environmental, and administrative problems. To understand different forms of governance and how they are used in partnerships across public, nonprofit, and private sectors.

Learning Outcomes:
1. To analyze situations that involve interaction between the public, nonprofit, and private sectors.
2. To use theory and models of organizational behavior, while taking into consideration the political, institutional, legal, and ethical context and other environmental constraints.
3. To discern the impact of leadership styles and cultural values on organizational operations.
4. To appropriately apply strategic decision making techniques and models.

2. To participate in and contribute to the policy process.

Definition: To use knowledge and skills to effectively address social, economic, environmental, and administrative problems through appropriate policy processes.

Learning Outcomes:
1. To identify the structure, function, and similarities and differences between the public, nonprofit, and private sectors, the legal frameworks in which the sectors operate, and how each sector affects the public policy process.
2. To utilize the results of appropriate quantitative or qualitative methods to inform decision making and improve the policy process.
3. To effectively identify stakeholders and develop strategies to collaborate with them.

3. To analyze, synthesize, think critically, solve problems and make decisions.

Definition: To develop quantitative and qualitative skills to address policy problems and inform decision making within the policy process.

Learning Outcomes:
1. To collect, analyze, interpret, and present data using appropriate models and methods.
2. To apply critical thinking skills to contribute to the resolution of public problems.

4. To articulate and apply a public service perspective.

Definition: To develop awareness of individual and organizational responsibility and service to the public and one’s organization, and a commitment to ethical practice and professional excellence.

Learning Outcomes:
1. To recognize legal, political, economic, and cultural constraints on policy formation and program administration.
2. To develop the knowledge and skills necessary to take personal responsibility for performing one’s work in an ethical and professional manner.

5. To communicate and interact productively with a diverse and changing workforce and citizenry.

Definition: To work effectively in culturally diverse settings.

Learning Outcomes:
1. To communicate effectively with an understanding of diverse institutional and cultural norms.
2. To work effectively in a diverse team and deal effectively with conflict.

The School of Public Health’s Master of Public Health degree has the following learning outcomes as required for all degree recipients, broken out into core thematic areas. The learning outcomes listed under Environmental Health and Social/Behavioral Sciences map clearly to sustainability learning outcomes:
1. Describe the roles biostatistics serve in the discipline of public health.
2. Apply descriptive and inferential methodologies according to the type of study data and/or study design (in public health) for answering a particular research question.
3. Interpret results of statistical analyses for/in public health studies.
Public health Administration:
1. Identify the main components and issues of the organization, financing and delivery of health services and public health systems.
2. Apply the principles of management to organizational initiatives.
1. Identify key sources of data for epidemiologic purposes.
2. Apply the basic terminology and definitions of epidemiology.
3. Evaluate the strengths and limitations of epidemiological reports.
Environmental Health:
1. Describe the effects of major environmental and occupational agents on human health and safety.
2. Describe federal and state regulator programs, guidelines and authorities that control environmental health issues.
Social and Behavioral Sciences:
1. Identify basic theories, concepts and models from a range of social and behavioral disciplines that are used in public health research and practice.
2. Identify the social and behavioral determinants that affect health of individuals and populations.

The School of Global and International Studies emphasizes global learning competencies (outcomes) across its undergraduate and graduate curriculum. The development of critical competencies focus on four areas: (i) Global Knowledge; (ii) Global Skills; (ii) Global Thinking; and, (iv) Global Action and Responsibility.
i. Global Knowledge: coursework that focuses on a region outside of the U.S. emphasizes deep historical and contextualized knowledge in order to study global inequalities and the role of international organizations in specific world areas
ii. Global Skills: proficiency in at least one language other than English fosters cross-cultural competency. Furthermore, involvement in interdisciplinary research allows students to recognize multiple cultural and theoretical components and frames, both necessary skills to complete in the global marketplace
iii. Global Thinking: coursework and extracurricular activities (lectures, international experiences through exchange programs and study abroad as well as collaboration with international students) makes students cognizant of different cultural perspectives and allows them to evaluate their own cultural and ethical values.
iv. Global Action and Responsibility: due to their training in foreign languages and their participation in service learning activities domestically and abroad, SGIS students become responsive global citizens and well-versed in the intricacies of initiating and sustaining international dialogues.

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:

Course level learning outcomes were used in this calculation only for the Master of Science in Environmental Science in the School of Public and Environmental Affairs. The program does not have program level learning outcomes, but does have required courses which clearly express all three sustainability pillars as part of their learning objectives.
For the MS in Environmental Science, here are some sample learning outcomes from core courses; I can provide more course level learning objectives if needed:
E-527, Applied Ecology Learning outcomes:
• Understand the structure and function of diverse systems
• Understand how the physical environment and ecological processes affect populations, communities, and ecosystems
• Understand how to use ecological principles to solve applied problems
E-543 Environmental Management:
• Understand the organizational and legal structure of environmental management in the U.S.
• Initiate the process of developing a strategic implementation approach toward successfully managing the environment.
E574: Energy Analysis and Markets
• Develop advanced working knowledge of energy resources and policies, and the socio-economic consequences of both.
• Acquire the ability to think critically about the public and private energy decisions that our world makes, and have the ability to contribute technical and comprehensive theoretical analyses to the ongoing energy debates that shape our lives.
E-563 Environmental Engineering:

• understand and evaluate air pollution control and energy production systems from engineering, technological an environmental science perspectives
• solve quantitative problems of mass and energy balance associated with pollution control systems
• communicate effectively with engineers, scientists and policy makers about engineering approaches and pollution control technologies.

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:

7,316 baccalaureate graduates + 159 School of Public Health post-graduate degrees + 186 Master of Public Affairs graduates + 62 Master of Science in Environmental Studies graduates + 45 graduate level School of Global and International Studies graduates = 7,768 total students.

(using FY 16 data: https://www.iu.edu/~uirr/reports/standard/factbook/2016-17/Bloomington/Student_Data/Degrees)

7,316 baccalaureate graduates + 159 School of Public Health post-graduate degrees + 186 Master of Public Affairs graduates + 62 Master of Science in Environmental Studies graduates + 45 graduate level School of Global and International Studies graduates = 7,768 total students.

(using FY 16 data: https://www.iu.edu/~uirr/reports/standard/factbook/2016-17/Bloomington/Student_Data/Degrees)

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.