| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 67.50 |
| Liaison | Kelsey Beal |
| Submission Date | Feb. 26, 2020 |
Indiana University Bloomington
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
1.92 / 8.00 |
Andrew
Predmore University Director of Sustainability Sustain IU |
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indicates that no data was submitted for this field
Part 1. Institutional sustainability learning outcomes
No
Which of the following best describes the sustainability learning outcomes?:
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A list of the institution level sustainability learning outcomes:
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Part 2. Program-level sustainability learning outcomes
41,295
Number of graduates from degree programs that require an understanding of the concept of sustainability:
9,887
A brief description of how the figure above was determined:
= 8,262 College of Arts and Sciences
477 Public Health Graduate Students
509 Master of Public Affairs Graduate Students, including MPA, MES, MSES
159 graduate level Hamilton Lugar School of Global and International Studies graduates
380 Environmental Mgmt, BSES O'Neill, and BAESS (20 BSES College removed to avoid double counting with College figures above)
(using Spring 2020 data: https://tableau.bi.iu.edu/t/prd/views/uirr_sr_est_official_enrollment_public/EnrollmentByGroup?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no)
477 Public Health Graduate Students
509 Master of Public Affairs Graduate Students, including MPA, MES, MSES
159 graduate level Hamilton Lugar School of Global and International Studies graduates
380 Environmental Mgmt, BSES O'Neill, and BAESS (20 BSES College removed to avoid double counting with College figures above)
(using Spring 2020 data: https://tableau.bi.iu.edu/t/prd/views/uirr_sr_est_official_enrollment_public/EnrollmentByGroup?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no)
A list of degree programs that require an understanding of the concept of sustainability:
College of Arts and Sciences: Goal 9 - Investigate and study the international community to become involved in the contemporary world. By understanding the range of physical, geographic, economic, political, religious, and cultural realities influencing world events, students cultivate an informed sensitivity to global and environmental issues. https://bulletin.iu.edu/iub/college/2015-2016/overview/11-goals.shtml
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:
Biostatistics:
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.
Epidemiology
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 Hamilton Lugar 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.
BAES Learning Outcomes: [Selected, more apply]
LO 6: Sustainability Practice
6.1. Design a work/life strategy that nurtures life and planet.
6.2. Recognize connections between personal behavior + planetary outcomes.
BSES Learning Outcomes [Selected, More Apply]
2. Systems thinking at the intersections of natural sciences, social sciences, public policy, and environmental management
• 2.1 Understand cultural, historical context in which natural systems exist
• 2.2 Identify relationships among human, biological, chemical and other disciplinary sub-systems
• 2.3 Compare and evaluate environmental systems across space and time
• 2.4 Select relevant information and data to address a particular environmental challenge
Environmental Management Learning Outcomes [Selected, more apply]
1. Literacy in the interdisciplinary field of environmental management
1.1 Apply environmental science facts and processes in environmental problem solving
1.2 Assess environmental issues utilizing political ecology demonstrating an understanding of socioeconomic and environmental economics
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:
Biostatistics:
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.
Epidemiology
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 Hamilton Lugar 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.
BAES Learning Outcomes: [Selected, more apply]
LO 6: Sustainability Practice
6.1. Design a work/life strategy that nurtures life and planet.
6.2. Recognize connections between personal behavior + planetary outcomes.
BSES Learning Outcomes [Selected, More Apply]
2. Systems thinking at the intersections of natural sciences, social sciences, public policy, and environmental management
• 2.1 Understand cultural, historical context in which natural systems exist
• 2.2 Identify relationships among human, biological, chemical and other disciplinary sub-systems
• 2.3 Compare and evaluate environmental systems across space and time
• 2.4 Select relevant information and data to address a particular environmental challenge
Environmental Management Learning Outcomes [Selected, more apply]
1. Literacy in the interdisciplinary field of environmental management
1.1 Apply environmental science facts and processes in environmental problem solving
1.2 Assess environmental issues utilizing political ecology demonstrating an understanding of socioeconomic and environmental economics
Documentation supporting the figure reported above (upload):
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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:
23.94
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
Note: Rather than include graduated figures, we include number enrolled Spring 2020.
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.