Indiana University Indianapolis
AC-2: Learning Outcomes

All undergraduate students who matriculate as degree-seeking students at IUPUI are required to complete the campus-wide General Education requirements which are framed by the IUPUI Principles of Undergraduate Learning and shared across all academic programs. General Education coursework is divided into the broad domains of Foundational Intellectual Skills (Core Communication, Analytical Reasoning, and Cultural Understanding) and coursework that promotes Intellectual Breadth and Adaptiveness (Life and Physical Sciences, Arts and Humanities, and Social Sciences). Foundational Intellectual Skills • Analytical Reasoning (6 cr hrs) • Core Communication skills (6 cr hrs) • Cultural Understanding (3 cr hrs) Intellectual Breadth and Adaptiveness • Life and Physical Sciences (6 cr hrs) • Arts and Humanities (at least 3 cr hrs) • Social Sciences (at least 3 cr hrs) Institution-wide learning outcomes that map to sustainability from the General Education course include the following: • Under Life and Physical Sciences: Learning Objective #2): demonstrate the ability to model and understand the physical and natural world • Under Arts and Humanities: Learning Objective #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 Sciences: Learning Objective #1): demonstrate knowledge of human cultures based on an understanding of history, social situations, and social institutions. Learning Objective #5): demonstrate intercultural and/or civic knowledge 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." More information about the IUPUI General Education Core can be found at: due.iupui.edu/undergraduate-curricula/general-education/index.html Core learning objectives, including those that map to sustainability listed in the question above, must be incorporated into every baccalaureate degree program in every college (2) and school (17) at IUPUI. IUPUI’s 2 colleges and 17 schools: iupui.edu/academics/schools.html The IUPUI Profiles of Learning for Undergraduate Success (PULS), which applies to all undergraduate programs, provide a framework of learning outcomes that every undergraduate student at IUPUI is expected to attain. One of the PULS that maps to an integrated concept of sustainability is the following: The IUPUI student is an active and valued contributor on the campus and in communities locally and globally. They are personally responsible, self-aware, civically engaged, and they look outward to understand the needs of the society and their environment. They are socially responsible, ethically oriented, and actively engaged in the work of building strong and inclusive communities, both local and global. The community contributor: • Builds community • Respectfully engages own and other cultures • Behaves ethically • Anticipates consequences More on PULS: due.iupui.edu/undergraduate-curricula/general-education/profiles/index.html

Specific majors, minors, concentrations, degrees, diplomas, certificates, and other academic designations that specify sustainability learning outcomes/core curriculum by School or College. Because all undergraduate degrees are covered by the institution-level learning outcomes, only graduate-level programs are listed below: •School of Engineering and Technology o Graduate Certificate in Hybrid Electric Vehicle Technology o Graduate Certificate in Energy Management and Assessment •Kelley School of Business o Master of Business Administration o Graduate Certificate in Social Entrepreneurship •Robert H. McKinney School of Law o Master of Jurisprudence: Environment and Natural Resources o Doctor of Jurisprudence: Environmental and Natural Resources Law o Graduate Certificate in Environmental and Natural Resources Law •School of Medicine o Doctor of Medicine •Paul H. O’Neill School of Public and Environmental Affairs o Master of Public Affairs •Richard M. Fairbanks School of Public Health o Master of Public Health o Master of Science in Product Stewardship o Graduate Certificate in Product Stewardship o Graduate Certificate in Health Policy •School of Science o Doctor of Philosophy in Applied Earth Sciences •School of Social Work o Master of Social Work Example of select program-level sustainability learning outcomes and core curriculum: •Graduate Certificate in Hybrid Electric Vehicle Technology: This certificate program is designed to address industry's increased needs for engineers having expertise in EV/HEV/PHEV. It will prepare today's engineers to be competitive in taking on the new challenges facing the industry so that the companies in automotive sector can compete globally. •Graduate Certificate in Energy Management and Assessment: This certificate program is designed to address industry's increased needs for engineers who have expertise in energy management and efficiency. It will prepare today's engineers to be competitive in taking on the new challenges of energy efficiency facing industry. •Master of Business Administration o Students who earn the M.B.A. will achieve the following program goals: 1) Critical Analysis and Problem Solving: Identify, integrate and apply the appropriate tools and techniques of business, drawing on knowledge of the major functions (accounting, economics, finance, quantitative methods, marketing, operations management, and strategy) to critically understand, analyze and solve complex business problems that may arise in both the domestic and the global arenas. 2) An Integrative and Global Perspective: Demonstrate a thorough understanding of how various external forces in the global economy (e.g., economic, political, regulatory, competitive, environmental and cultural) shape management alternatives, strategies and operational decisions and to foresee the potential business outcomes. 3) Leadership and Effective Team Collaboration: Demonstrate the leadership and teamwork skills necessary for productive and effective management and decision-making. Encouraging, examining, and comprehending the diverse views of others across different cultural, ethnic, and economic groups and stakeholders will be an important aspect of this learning goal. 4) Ethical Decision-Making: Demonstrate an ability to recognize ethical and related legal issues that arise in domestic and international environments and will be able to formulate, articulate and defend alternative solutions. 5) Effective Communication: Demonstrate an ability to effectively express ideas and facts in a variety of oral, written and visual communications. 6) Professional Skills and Personal Development: Develop an actionable plan for individual career and professional skills development that encompasses reflective self-assessment, the setting of personal and professional goals and the acknowledgement of tradeoffs which must be made to attain those goals, and the consideration of their future contributions to business and the community as alumni of the Kelley School of Business. • Doctor of Medicine o MD Education Program Competencies and Institutional Learning Objectives utilize the six ACGME competencies and their associated objectives serve as institutional level objectives: Medical Knowledge, Patient Care, Practice Based Learning & Improvement, Interpersonal and Communication Skills, Professionalism, Systems Based Practice. The systems-based practice learning objective maps to sustainability: 1) Systems-Based Practice: Students demonstrate an awareness of, and responsiveness to, the larger context and system of health care, utilizing other resources in the system to provide care for patients. Students acknowledge the relationship between the patient, the community and the health care system and the impact on health of culture, economics, the environment, health literacy, health policy and advocacy to determine their role within these social and system dynamics. The Master of Public Health (all concentrations) degree does not include sustainability-specific learning outcomes for all three pillars of sustainability (social and economic are present, but environmental is not) at the degree level, but does have required courses which clearly express all three sustainability pillars as part of their learning objectives. • Master of Public Health – all concentrations o Learning objectives of the Master of Public Health program include: 1) Evidence-based Approaches to Public Health a) Apply epidemiological methods to the breadth of settings and situations in public health practice b) Select quantitative and qualitative data collection methods appropriate for a given public health context c) Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming and software, as appropriate d) Interpret results of data analysis for public health research, policy or practice 2) Public Health & Health Care Systems a) Compare the organization, structure and function of health care, public health and regulatory systems across national and international settings b)Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to achieving health equity at organizational, community and societal levels 3) Planning & Management to Promote Health a) Assess population needs, assets and capacities that affect communities’ health b) Apply awareness of cultural values and practices to the design or implementation of public health policies or programs c) Design a population-based policy, program, project or intervention d) Explain basic principles and tools of budget and resource management e) Select methods to evaluate public health programs 4) Policy in Public Health a) Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence b) Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes c) Advocate for political, social or economic policies and programs that will improve health in diverse populations d) Evaluate policies for their impact on public health and health equity 5) Leadership a) Apply principles of leadership, governance and management, which include creating a vision, empowering others, fostering collaboration and guiding decision making b) Apply negotiation and mediation skills to address organizational or community challenges 6) Communication a) Select communication strategies for different audiences and sectors b) Communicate audience-appropriate public health content, both in writing and through oral presentation c) Describe the importance of cultural competence in communicating public health content 7) Interprofessional Practice a) Perform effectively on interprofessional teams b) Systems thinking c) Apply systems thinking tools to a public health issue o Public Health core courses required for all programs include: a) PBHL-S 500 Social and Behavioral Science in Public Health (3 credits) b) PBHL-B 551 Biostatistics for Public Health I (3 credits) c) PBHL-E 517 Fundamentals of Epidemiology (3 credits) d) PBHL-H 501 U.S. Health Care Systems and Health Policy (3 credits) e) PBHL-A 519 Environmental Science in Public Health (3 credits)

The Master of Social Work degree does not include sustainability-specific degree learning outcomes for all three pillars of sustainability at the degree level, but does have required courses which clearly express all three sustainability pillars as part of their learning objectives: •Required courses that map to sustainability: 1) SWK-S 519 Community and Global Theory & Practice (3 credits) - Understand the complexity of global community practice and social development, the history and main actors of international social development, and the roles that social work plays in advancing social, economic, and environmental justice 2) SWK-S 693 Practice with Individuals, Families, and Communities in Health care Settings (3 credits) - This course examines the impact of illness from the medical, psychosocial and environmental perspectives. Areas, such as coping with chronic illness, caregiver stress, grieving and loss, medical ethics and violence as a healthcare issue are examined. The needs of at-risk populations (i.e., children, survivors of sexual assault and domestic violence, frail elderly, individuals living with HIV/AIDS, etc.) are also examined. The Master of Public Affairs degree does not include sustainability-specific degree learning outcomes for all three pillars of sustainability at the degree level, but does have required courses which express all three sustainability pillars as part of their learning objectives: • All MPA concentrations require the core courses of: 1) SPEA-V 506: Statistical Analysis for Effective Decision Making 2) SPEA-V 540: Law and Public Affairs 3) SPEA-V 562: Public Program Evaluation 4) SPEA-V 598: Governing and Leading in a Global Society 5) SPEA-V 600: Capstone in Public and Environmental Affairs – which integrates science, technology, policy and management

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