| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 40.97 |
| Liaison | Sherri Mason |
| Submission Date | June 30, 2020 |
| Executive Letter | Download |
Penn State Erie, The Behrend College
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
| -- | 2.26 / 8.00 |
Sherri
Mason Director of Sustainability School of Science |
Total number of graduates from degree programs (i.e. majors, minors, concentrations, certificates, and other academic designations):
Number of students that graduate from programs that have adopted at least one sustainability learning outcome:
Percentage of students who graduate from programs that have adopted at least one sustainability learning outcome:
Do the figures reported above cover one, two, or three academic years?:
Does the institution specify sustainability learning outcomes at the institution level (e.g. covering all students)?:
Does the institution specify sustainability learning outcomes at the division level (e.g. covering particular schools or colleges within the institution)?:
A list or brief description of the institution level or division level sustainability learning outcomes:
GLOBAL LEARNING
The intellectually disciplined abilities to analyze similarities and differences among cultures; evaluate natural, physical, social, cultural, historical, and economic legacies and hierarchies; and engage as community members and leaders who will continue to deal with the intricacies of an ever-changing world. Individuals should acquire the ability to analyze power; identify and critique interdependent global, regional, and local cultures and systems; and evaluate the implications for people’s lives.
SOCIAL RESPONSIBILITY AND ETHICAL REASONING
The ability to assess one’s own values within the social context of problems, recognize ethical issues in a variety of settings, describe how different perspectives might be applied to ethical dilemmas, and consider the ramifications of alternative actions. Individuals should acquire the self-knowledge and leadership skills needed to play a role in creating and maintaining healthy, civil, safe, and thriving communities.
https://bulletins.psu.edu/undergraduate/general-education/learning-objectives/
Does the institution specify sustainability learning outcomes at the program level (i.e. majors, minors, concentrations, degrees, diplomas, certificates, and other academic designations)?:
A list or brief description of the program level sustainability learning outcomes (or a list of sustainability-focused programs):
Stated Learning Outcomes:
The student will be able to explain the importance of biodiversity at the genetic, organismal, community, and global scales.
The student will be able to explain the importance of biodiversity at the genetic, organismal, community, and global scales; Promote awareness and engagement through cooperative and open venues as approaches to addressing environmental issues facing society &/or solving environmental problems between opposing groups.
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 communicate effectively with a range of audiences; An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must 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.
Do course level sustainability learning outcomes contribute to the figure reported above (i.e. in the absence of program, division, or institution level learning outcomes)?:
A list or brief description of the course level sustainability learning outcomes and the programs for which the courses are required:
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
Total number of majors is from calendar year 2018 (Spring, Summer, Fall 2018). Only majors are included as counting minors and certificates would lead to double & triple counting of students.
Learning outcomes from all degree programs were obtained from on-line resources (i.e., looking at the individual webpages on the Penn State Behrend website).
Total number of majors is from calendar year 2018 (Spring, Summer, Fall 2018). Only majors are included as counting minors and certificates would lead to double & triple counting of students.
Learning outcomes from all degree programs were obtained from on-line resources (i.e., looking at the individual webpages on the Penn State Behrend website).
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.