Overall Rating Gold
Overall Score 70.57
Liaison Jessica Davis
Submission Date Dec. 14, 2020

STARS v2.2

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

Status Score Responsible Party
Complete 4.82 / 8.00 Deborah Ferguson
Assistant Director
Office of Sustainability
"---" indicates that no data was submitted for this field

Has the institution adopted one or more sustainability learning outcomes that apply to the entire student body or, at minimum, to the institution's predominant student body?:

Which of the following best describes the sustainability learning outcomes?:

A list of the institution level sustainability 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 Profiles of Learning for Undergraduate Success (PLUS), a consistent framework of learning outcomes for programs and courses. Preparing students to communicate, innovate, solve problems, and contribute to local and global communities. There are four Profiles: Communicator, Problem Solver, Innovator, and Community Contributor. 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 (PLUS), which applies to all undergraduate programs, provide a framework of learning outcomes that every undergraduate student at IUPUI is expected to attain.
The Profiles will:
- Provide you with four major areas of knowledge and skills to prepare for a career, further education, community participation, and lifelong learning
- Offer you a unique education that incorporates campus values such as engaged learning, civic engagement, diversity, global learning, and other initiatives for which our campus is nationally recognized, including innovation, service learning, and civic engagement
- Give you opportunities to develop knowledge and skills that positively impact your engagement and well-being throughout your future career
- Enhance your learning both inside and outside of the classroom as well as through internships, student employment, research, study abroad, club leadership, theatre and performance, community-based projects, and many other opportunities on and near campus
- Prepare you with knowledge and skills that employers seek when recruiting future employees, not just for your first job, but for your entire career

One of the Profiles 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 the Profiles: https://profiles.iupui.edu/benefits/index.html

Total number of graduates from degree programs:

Number of graduates from degree programs that require an understanding of the concept of sustainability:

A brief description of how the figure above was determined:

Review of all Graduates by Program level. UG Graduates were counted for specific programs that include the concept of sustainability as a learning outcome. The Graduate and Professional level programs that are included as defined in the following list of degree programs that require an understanding of the concept of sustainability. Reviewed all Programs by the API levels and further review by API/Plan levels to determine sust-focused programs.

See attached schedule for all programs included:
See Tab_Degrees by CIP_API for total programs
See Tab_API Degrees Plans for all programs including Sustainability
See Tab_Descriptions that includes program details to support Sustainability focused elements of each program included

A list of degree programs that require an understanding of the concept of sustainability:

Specific majors, minors, concentrations, degrees, diplomas, certificates, and other academic designations that specify sustainability learning outcomes/core curriculum by School or College.

UG & 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
o Business UnderGraduate
•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
o Medicine Undergraduate
•Paul H. O’Neill School of Public and Environmental Affairs
o Master of Public Affairs
o Public & Environmental Affairs Undergraduate

•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
o Public Health Undergraduate
•School of Science
o Doctor of Philosophy in Applied Earth Sciences
•School of Social Work
o Master of Social Work
o Social Work Undergraduate
•School of Liberal Arts
o Master of Sociology
o Master of Applied Anthropology

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)

Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:

Percentage of students who graduate from programs that require an understanding of the concept of sustainability:

Website URL where information about the sustainability learning outcomes 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 or simply email your inquiry to stars@aashe.org.