Michigan State University
AC-2: Learning Outcomes

"UNIVERSITY UNDERGRADUATE LEARNING OUTCOMES
MSU has an established set of Undergraduate Learning Goals (ULGs) that include concepts related to cultural understanding and citizenship and the nature of systems, which are key to educating our students in helping foster a sustainable global future. The UGLs were developed from four global themes: 1) Responsible global citizenship: ethics & governance; 2) Sustainability: food, water, environment; 3) Social justice: conflict, peace, poverty, health, inequality; and 4) Technology and Creativity: social networking, cognitive/brain science, nanotechnology, and big data. Thus, sustainability and major sustainability challenges (i.e., sustainable development goals) are embedded throughout context of the undergraduate learning outcomes. The learning outcomes apply to all undergraduate students, the predominant student body at MSU, including transfer students. The five goals/outcomes are described below.

Analytical Thinking: Use ways of knowing from mathematics, natural sciences, social sciences, humanities, and arts to access information and critically analyze complex material in order to evaluate evidence, construct reasoned arguments, and communicate inferences and conclusions.
•Acquires, analyzes, and evaluates information from multiple sources
•Synthesizes and applies information within and across disciplines
•Identifies and applies, as appropriate, quantitative methods for defining and responding to problems
•Identifies the credibility, use and misuse of scientific, humanistic and artistic methods
Cultural Understanding: Comprehend global and cultural diversity within historical, artistic, and societal contexts.
•Reflects on experiences with diversity to demonstrate knowledge and sensitivity
•Demonstrates awareness of how diversity emerges within and across cultures
Effective Citizenship: Participate as a member of local, national, and global communities and has the capacity to lead in an increasingly interdependent world.
•Understand the structures of local, national, and global governance systems and acts effectively within those structures in both individual and collaborative ways.
•Applies knowledge and abilities to solve societal problems in ethical ways.
Effective Communication: Use a variety of media to communicate effectively with diverse audiences.
•Identifies how contexts affect communication strategies and practices
•Engages in effective communication practices in a variety of situations and with a variety of media.
Integrated Reasoning: Integrates discipline-based knowledge to make informed decisions that reflect humane, social, ethical, and aesthetic values.
•Critically applies liberal arts knowledge in disciplinary contexts and disciplinary knowledge in liberal arts contexts
•Uses a variety of inquiry strategies incorporating multiple views to make value judgments, solve problems, answer questions, and generate new understanding.

The learning goals/outcomes are then specifically taught through the Integrated Studies courses that are required for all undergraduate students. The Integrated Studies requirements are comprised of 24 total credits, broken down as follows:
• 8 credits in Arts and Humanities - 1st and 2nd IAH
• 8 credits in Social, Behavioral, and Economic Sciences - ISS200, ISS300
• 3 credits in Biological Sciences - ISB
• 3 credits in Physical Sciences - ISP
• 2 credits of Lab in either Biological or Physical Sciences - ISB/ISP Lab

Integrative Studies courses integrate multiple ways of knowing and modes of inquiry and introduce students to important ways of thinking in the three core knowledge areas: the Arts and Humanities, the Biological and Physical Sciences, and the Social, Behavioral, and Economic Sciences. They assist students early during their study to develop as more critical thinkers. They also encourage appreciation of our humanity and creativity, human cultural diversity, the power of knowledge, and our responsibilities for ourselves and for a sustainable world.

COLLEGE LEVEL LEARNING OUTCOMES/GOALS
The College of Engineering requires that ""graduates have the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context,"" consistent with requirements of their ABET Accreditation. This learning outcome is integrated into the design of their curriculum at the college level and carried throughout the course designs for each program. The required ABET student learning outcomes includes: [h] the broad education necessary to understand the impact of engineering solutions in a global and societal context, and [j] a knowledge of contemporary issue. These are included in every degree program within the College.

Departments within Engineering Learning Outcomes:
Department of Chemical Engineering and Materials Science learning outcomes include: graduates must have an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors; an ability to recognize ethical and professional responsibilities in engineering situations; an ability to make informed judgments, which consider the impact of engineering solutions in global, economic, environmental, and societal contexts; an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.

Department of Biosystems and Agricultural Engineering learning outcomes include: graduates will have an ability to design a system, component, or process to meet desired needs within realistic constraints, such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability; and the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

Department of Civil and Environmental Engineering learning outcomes include: students will be able include principles of sustainability in design; explain basic concepts in project management, business, public policy, and leadership. The department also adds specific learning outcomes at the graduate level: students will be able to design environmental engineering systems that include considerations of risk, uncertainty, sustainability, life-cycle principles, and environmental impacts; and apply advanced principles and practice relevant to the program objectives. (ABET Accredited).

College of Agriculture, and Natural Resources learning outcomes include: Students will learn to manage resources, people, and technology to improve the use, conservation and renewal of natural and created environments; develop sustainable systems; manage green spaces; enhance community and economic development; and advance food safety and nutrition; They will have the tools they need to undertake endeavors that ensure the sustainability of food, prosperity and leisure activities in a world environment that has finite resources.

Department of Horticulture learning outcomes include: students will understand how global issues including climate change, energy use, water availability, and/or food safety impact sustainability of horticultural systems locally, nationally, and globally; and Quantify economic importance of plants in managed ecosystems and the impact of horticultural crops in food systems.

Department of Community Sustainability learning outcomes include:
•Critical Thinking: interpret, analyze and evaluate information generated by observation, experience, reflection, reasoning, and communication as a guide to formulate and defend responses to complex sustainability problems.
•Systems Thinking: demonstrate their knowledge of the interconnectedness of human and natural systems with the ability to anticipate and explain changes in complex systems over time.
•Economic literacy: demonstrate knowledge of and ability to use economic theories and methods to recognize and evaluate tradeoffs inherent in decision-making for sustainability.
•Ecological literacy: demonstrate knowledge, skills and ability to apply the tools and concepts of ecological science to explain the interdependence between humans and ecosystems and the consequences of actions at various spatial and temporal scales. Students will be able to:
•Boundary-crossing: identify their own assumptions and biases, recognize new perspectives, and demonstrate the ability to collaborate with individuals and groups whose norms, assumptions and biases are different from their own.
•Community: demonstrate knowledge of the various interpretations of community as it relates to the study and practice of sustainability
•Equity: demonstrate knowledge of the dynamics of social equality and inequality (equity) and how they affect sustainability.
•Civic engagement: develop the knowledge, skills, values, and motivation to participate in civic life.
•Leadership: develop, demonstrate and evaluate leadership practices that contribute to sustainability.
•Initiative and practical skills: demonstrate initiative, including the ability to self-direct and solve problems individually and as participants in larger group efforts.
•Ethics: evaluate and analyze diverse ethical positions on practical sustainability challenges.

The College of Social Science requires that students have an interdisciplinary minor and an experiential learning experience. Students must complete a minimum of 15 credits in one Interdisciplinary Minor from a list of minors approved by the College of Social Science Committee on Curriculum and Academic Policy. Minors approved for this requirement address a wide range of sustainability challenges aligned with the U.N. Sustainable Development Goals including gender equality, reduced inequalities and social justice, environmental stewardship, and just institutions: African American and African Studies (Social Science Track), African Studies; Asian Pacific American Studies (Social Science Track); Asian Studies; Chicano/Latino Studies; Cities: Environment, Design and Society; Cognitive Science (Social Science Track); Digital Cultural Heritage and History; Environment and Health; Environmental Social Science; Human Behavior and Social Services; International Development; Latin American and Caribbean Studies; Jewish Studies (Social Science Track); Law, Justice, and Public Policy; Leadership of Organizations; Lesbian, Gay, Bisexual, Transgender, Queer and Sexuality Studies (Social Science Track); Migration Studies; Peace and Justice Studies (Social Science Track); Race and Ethnicity in the United States; Resource Management from the Individual, Family, and Societal Perspective; Social Science Quantitative Data Analytics; Women’s and Gender Studies (Social Science Track); Youth and Society.

The Global and International Studies in Social Science degree offered through the College of Social Science also has sustainability learning outcomes. The major provides students with breadth in social science foundational courses combined with in-depth knowledge in a world region or global topic. World region concentrations include African Studies, Asian Studies, Canadian Studies, European Studies, Latin American and Caribbean Studies, Middle Eastern Studies, and Russian and Eurasian Studies. Global topical concentrations include Gender and Global Change and International Development. Upon completion of their degree, students will be able to 1) summarize the most important topics relevant to the global or thematic area under study; (2) draw on theories from at least two social science disciplines to explain the social issues present in the area or theme of study; (3) use social science research methods to assess the impact of relevant topics on the global or thematic area of study; and (4) explain how social science intersects with other disciplines to enhance understanding of global or thematic topics.

Graduates of the Human Medicine program uses the Shared Discovery Curriculum is designed to be responsive to the health care needs of Michigan, the country, and in the educational best interests of diverse learners. The curriculum represents a significant departure from present educational models by emphasizing usefulness and experience as the motivating framework for adult medical education. The design of the curriculum is based on a set of guiding principles which are divided into two categories. The core principles are envisioned as the foundation to all learning within the curriculum. The critical additional principles are central to the college’s vision and mission and should be reflected in the experiences of any graduate of our program. Both the core principles and critical additional principles address the sustainability challenge of good health and well-being and social determinants of health. The Core Principles are: Adult learning/student centered; Competence and excellence; Rational instructional design; Humanism; Integration; Patient-centered and Faculty development link to the curriculum. The critical additional learning principles are: Community medicine; Chronic disease; Compassion and empathy; Innovative use of technology; Problem-based; Cultural competence; Healthcare disparities; Future oriented; Liaison Committee on Medical Education (LCME); accreditation standards; Multidisciplinary programming; Safety science; Continuous quality improvement model; Teamwork; and Leadership. "

"Graduates from a particular degree program were deemed as having graduated with an understanding of sustainability if one or more of the following were true:

(1) The graduate was from a sustainability-focused degree program as identified in AC 3 or AC 4.
(2) The degree program of the graduate requires a sustainability-focused course identified in AC 1
(3) The department or college of the degree program has sustainability-focused learning outcomes, described in this credit. This is a consistent approach with how learning outcomes were assessed in the university's 2019 STARS report.

The data on degrees conferred was provided by the Registrar Office. "

Refer to the uploaded inventory document for degree programs that require an understanding of sustainability.