Overall Rating Silver
Overall Score 64.43
Liaison Jessica Davis
Submission Date Nov. 4, 2016
Executive Letter Download

STARS v2.0

Indiana University-Purdue University Indianapolis (IUPUI)
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 8.00 / 8.00 Carol Mullins
Sustainability Assessment Coordinator
Office of Sustainability
"---" indicates that no data was submitted for this field

Number of students who graduated from a program that has adopted at least one sustainability learning outcome:
19444

Total number of graduates from degree programs:
19444

A copy of the list or inventory of degree, diploma or certificate programs that have sustainability learning outcomes:
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A list of degree, diploma or certificate programs that have sustainability learning outcomes:

Geography B.A.
Environmental Science B.S.
Public Health B.S. Environmental Health
Public Health B.S. Community Health
Masters of Health Administration
Graduate Certificate in Public Health
Graduate Certificate in Health Policy
Graduate Certificate in Health Systems Management
Sustainable Policy and Management B.S.
Urban Sustainability M.P.A.
Sustainable Technologies Certificate


A list or sample of the sustainability learning outcomes associated with degree, diploma or certificate programs (if not included in an inventory above):

rogram Goals
 To create learning environments which promote
student engagement, retention, and graduation.
 To support high impact learning experiences for
undergraduate students.
The PULs, which underpin an IUPUI students general
education and permeate education in the major, tell
our students and other stakeholders what an IUPUI
undergraduate will know and be able to do upon
graduation. The PULs provide the overarching learning
outcomes for each students education at IUPUI, and
these, in turn, are linked to the learning outcomes for each
degree program and for courses in each degree program.
Bachelor of Science
• Health Services Management
• Public Health (Community Health Major)
• Public Health (Environmental Health Science Major)
Certificates and Minors
• Health Administration Certificate
• Population Health Science Certificate
• Environmental Health Science Minor
For the most current information on Undergraduate
Student Learning Outcomes in the Fairbanks School
of Public Health, please visit our school's website at:
pbhealth.iupui.edu.
To partner across the division, IUPUI, and nationally
to develop effective strategies for synergistic
relationships for academic support services.
 To use assessment and innovation for the continuous
improvement of processes, programs, and services.
Student Learning Outcomes
Academic Mentoring
 Students will be able to articulate and display knowledge
of concepts that have been reviewed during mentoring
sessions.
 Students will be able to use the skills, strategies, and
information received in order to study for the course in a
productive manner.
Tutoring
 Students will become independent and self-regulated
learners
 Students will be able to demonstrate understanding of
tutoring content.
 Students will gain a better understanding of course
concepts as a result of tutoring.
 Students will develop confidence in their ability as a
learner.
Academic Success Coaching
 Students will identify, discuss, and document their
academic goals and needs.
 Students will receive individualized one-on-one guidance
in creating and implementing an action plan that aligns
with their goals.
 Students will learn to recognize and utilize their strengths
Academic Performance, and Learning
Academic Mentoring
 Based on the student feedback, 97% (n=1,103) felt that
the knowledge shared in the mentoring session was
“helpful” to “very helpful.” Of the students in recitations
with mentoring sessions, 80% passed with a “C-“ or
higher, while 89% of students who voluntarily attended
academic mentoring sessions passed with a “C-“ or
higher.
 Based on the observations of mentors, students were
collaborating and exchanging ideas on average of 83% of
the session. Of the feedback collected (n=1,103), 96% of
students related collaboration with peers either as
“helpful” or “very helpful” to their success in the course.
Tutoring
 In the Fall 2014 and Spring 2015 semester, 94.7% and
91% of students (respectively) suggested that they “agree”
or “strongly agree” that tutoring stimulated their ability to
become self-sufficient when solving similar problems
after meeting with a tutor.
 During the academic year, 89.5% of students in the Fall
and 92.3% of students in the Spring indicated that they
“agree” or “strongly agree” that they were given the
opportunity to demonstrate their knowledge.
Academic Success Coaching
 During Fall 2014 semester, 100 students participated in
success coaching, 43 of which (43.0%) completed both
the Academic Success Assessment (ASA) form and
utilized one of the outlined goal-setting strategies. Of the
100 students, 22 (22.0%) completed the coaching
feedback survey. Of these students, 20 (90.9 %) indicated
adequate to high levels of satisfaction in achieving both
their short term and long term goals. In Spring 2015, 102
students participated in success coaching, 72 of which
(70.6%) completed both the ASA form and utilized one of
the outlined goal-setting strategies. Out of the 102
students, 15 (14.7%) completed the coaching feedback
survey. All 15 (100%) indicated adequate to high levels of
satisfaction in achieving both their short term and long
to assist students with this important skill.
Tutoring
 Encouraging students to become independent and selfregulated
learners is something that needs to continue.
Using the criterion of having 80% of students reporting
“agree” or “strongly agree” with this learning objective is
still sufficient. Increasing the response rate needs
attention. A potential way to improve the response rate is
to administer surveys by paper at the end of the tutoring
session.
 From the results of the survey taken by students who have
attended tutoring sessions, increasing the goal of students
indicating that they “agree” or “strongly agree” that they
are becoming independent and self-regulated learners to
80% seems appropriate.
Academic Success Coaching
 For future semesters, the staff will reevaluate established
goal tracking methods to ensure that outcome related data
can accurately and consistently be captured. Additionally,
staff will ensure that student leaders and success coaches
are better trained on how to accurately and consistently
document student goal progress in alignment with the
student learning outcomes. Lastly, the department will
adjust the target metric for successful goal identification
and documentation. Specifically, the metric should not be
set up as a double-barrel measure; looking only for
students who completed both the Academic Success
Assessment (ASA) and another goals setting strategy.
44 Additional reports on the effectiveness of UC programs can be found at http://irds.iupui.edu/ Website.
Bepko Learning Center (peer mentoring programs)
Goals and Student Learning Outcomes Assessment Findings Highlights Changes Made Based on Assessment
based on their interests/goals.
 Students will develop skills-based knowledge about their
own learning habits and campus resources.1. compare and contrast the range of diversity and universality in human history, societies, and ways of life;
2. analyze and understand the interconnectedness of global and local communities; and
3. operate with civility in a complex world.
PUL 6: Values and Ethics
The ability of students to make sound decisions with respect to individual conduct, citizenship, and aesthetics. A sense of values and ethics is demonstrated by the student's ability to:
1.make informed and principled choices and to foresee consequences of these choices;
2.explore, understand, and cultivate an appreciation for beauty and art;
3.understand ethical principles within diverse cultural, social, environmental and personal settings...PUL 3: Integration and Application of Knowledge
Integration and Application of Knowledge: The ability of students to use information and concepts from studies in multiple disciplines in their intellectual, professional, and community lives.
Integration and application of knowledge are demonstrated by the student's ability to:
1. enhance their personal lives;
2. meet professional standards and competencies;
3. further the goals of society; and
4. work across traditional course and disciplinary boundaries.
Intellectual Depth, Breadth, and Adaptiveness: The ability of students to examine and organize disciplinary ways of knowing and to apply them to specific issues and problems.
Intellectual depth, breadth, and adaptiveness are demonstrated by the student's ability to:
1. show substantial knowledge and understanding of at least one field of study;
2. compare and contrast approaches to knowledge in different disciplines;
3. modify one's approach to an issue or problem based on the contexts and requirements of particular situations.
Goals and Student Learning Outcomes Assessment Findings Highlights Changes Made Based on Assessment
Annual Highlights
 The cluster model officially began with the 2014-2015
school year. Goals of this structural change are
1. Decrease the time frame to
certification/application to degree-granting school
for continuously enrolled FTFT students,
2. Decrease the number of students on probation,
3. Increase the # of reinstated students who are
successful in the first semester after reinstatement,
4. Increase the number of opportunities for students
to engage with ACD,
5. Decrease the amount of time a student is
exploratory,
6. Decrease the number of students in UCOL with
60 or more credit hours,
7. Use data and technology in meaningful ways to
develop and/or deliver services, and
8. Decrease number who return to UCOL after
certification to degree-granting school
 For the 2014-2015 academic year, a set number of
student success advisors (SSA) and one career
consultant (CC) are assigned to each major cluster.
1. Arts, Humanities, and Human Services: 3 SSA
and 1 CC
2. Enterprise, Policy, and Planning: 5 SSA (includes
2 graduate assistants) and 1 CC
3. Exploratory: 5 SSA and 1 CC
4. Health and Life Sciences: 8 SSA (includes 2
graduate assistants) and 1 CC
5. STEM: 6 SSA (includes 2 graduate assistants) and
1 CC


The website URL where information about the institution’s sustainability learning outcomes is available:

some of this data is from Student Orientation Report Page 40
http://irds.iupui.edu/Portals/SDAE/Files/Documents/2014-2015%20UCOL%20PRAC%20Final.pdf
General requirements that meet the Earth Charter Definintion for all Students Attending IUPUI
Specifice Sustainability Outcomes for Departments and Schools within IUPUI
http://bulletins.iu.edu/iupui/2014-2016/schools/dept-public-health/Public_Health.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 and complete the Data Inquiry Form.