Portland Community College
AC-2: Undergraduate Programs
| Status | Score | Responsible Party |
|---|---|---|
|
4.02 / 15.00 |
Stephania
Fregosi Sustainability Analyst Academic Affairs |
2.1 Institutional sustainability learning outcomes for undergraduate students
Online resource detailing the institutional learning outcomes for undergraduate students:
Publication detailing the institutional learning outcomes for undergraduate students:
Are one or more of the institutional learning outcomes for undergraduate students sustainability-focused?:
Text of each institutional learning outcome for undergraduate students that qualifies as sustainability-focused:
Are one or more of the institutional learning outcomes for undergraduate students sustainability-supportive?:
Text of each institutional learning outcome for undergraduate students that qualifies as sustainability-supportive:
As a collective whole, all five learning outcomes support sustainability.
- Express ideas effectively and appropriately with consideration of the purpose, audience and context of the communication. COMMUNICATION
- Reflect on one’s work or competencies to make connections between course content and lived experience. INTEGRATIVE LEARNING
- Apply methods of inquiry and analysis to examine social contexts and the diversity of human thought and experience. SOCIAL INQUIRY AND ANALYSIS
- Analyze questions or problems that impact the community and/or environment using quantitative information. QUANTITATIVE REASONING
- Develop capacity to create social change through analysis of institutions, culture, and systems of power. SOCIAL JUSTICE
The Reporting Tool will automatically calcuate the following figure:
2.2 Undergraduate programs with sustainability-focused learning requirements
List and description of the institution’s sustainability-focused degrees, certificates, and majors for undergraduate students:
Does the institution offer at least one sustainability-focused concentration or minor for undergraduate students?:
List and description of the institution’s sustainability-focused concentrations and minors for undergraduate students:
Focus awards recognize the completion of a collection of courses in an area of study. By taking the courses required for a Focus Award, students deepen and broaden their knowledge and experience in that particular area of study. This can be particularly helpful as a head start toward a major at a four-year institution where a student might transfer. Focus Awards are administered and awarded by the responsible Division Dean. Focus awards are not officially recognized by the state, and do not appear on transcripts. Focus award standards are maintained by PCC’s Sustainability Practices and Resources for Curriculum (SPARC), a volunteer faculty council that oversees the integration of sustainability into PCC’s curriculum across all disciplines.
The Earth Science focus award along with supporting courses in science and math prepares students interested in majoring in the Earth sciences at the bachelor’s degree level.
The Sustainability focus award recognizes students who have completed a broad range of sustainability-related courses. The award is designed to encourage you to see environmental issues from multiple perspectives and to increase your experience in this multidisciplinary topic.
Does the institution offer at least one undergraduate qualification focused on a subject other than sustainability that has a sustainability-focused learning requirement?:
List and description of the institution’s undergraduate qualifications focused on subjects other than sustainability that have sustainability-focused learning requirements:
| Interior Design AAS Degree | Produce architecturally accurate drawings by applying correct architectural graphics and drafting standards. Incorporate and articulate appropriate historical perspectives in creating residential projects. Apply research and evaluation skills in the selection and use of products/ materials including sustainable design applications. Apply building codes and an understanding of the Americans with Disability Act to residential design projects. Utilize an understanding of professional practice methodology, ethics, selling techniques, and communication/ listening skills. Apply skills in leadership, negotiation, interpersonal and teamwork communication. |
| Landscape Technology: Design AAS Degree | Communicate effectively using verbal, written and/or graphic skills, individually or as a member of a team. Assess and change professional practices using an understanding of current environmental and sustainability issues. Think critically to solve problems in the landscape. Design residential landscapes in accordance with professional standards. |
| Landscape Technology Entry Level Career Pathway Certificate | Use computational skills to solve problems in the landscape industry. Install or maintain plantings in accordance with professional standards. Understand current environmental and sustainability issues. |
| Management/Supervisory Development AAS Degree | Demonstrate key supervisory or managerial responsibilities that reflect professional standards and ethics, sustainability, and social responsibility to enhance an organization’s ability to thrive in a diverse, rapidly changing, and increasingly global business environment. Analyze and apply a broad range of problem-solving strategies in a creative and equitable manner by examining biases to successfully resolve the conflict and foster collaborative work relationships across differences. Apply relevant leadership strategies in developing, motivating, coaching and influencing work teams of diverse backgrounds and perspectives in identifying and implementing innovative solutions, supporting a continuous improvement organizational climate. Demonstrate leadership skills that include implementation of a planning process, delegation of responsibility to employees, participation in developing, planning and evaluation of work-related projects. Apply problem-solving skills and various client and customer service communication strategies to identify, assess, predict and meet diverse expectations in an increasingly global marketplace. Analyze current human resource practices and explain the legal implications of Human Resources standards in making effective supervisory and managerial decisions. |
| Residential AAS Degree | Design residential buildings responsive to site conditions, user requirements, codes and construction standards, and aesthetic considerations. Produce architectural drawings using manual and computer-aided drafting. Select and recommend building systems, structural components, construction and finish materials, and lighting responsive to a residential building’s design and interior systems. Produce a set of construction documents that describe the construction requirements for a residential buildings, using accepted industry practices. Communicate with design professionals, clients, and engineers, using industry specific terminology and graphics. Complete all phases of the design and documentation process with consideration of its impact on the natural environment. |
See also
PCC Sustainability Educational Resources
The Reporting Tool will automatically calculate the following figure:
2.3 Percentage of undergraduate qualifications awarded that have sustainability-focused learning requirements
Total number of undergraduate qualifications awarded:
Number of undergraduate qualifications awarded that are sustainability-focused:
Number of undergraduate qualifications awarded that are focused on subjects other than sustainability but have sustainability-focused learning requirements:
The Reporting Tool will automatically calculate the following three figures:
Percentage of undergraduate qualifications awarded that have sustainability-focused learning requirements:
Points earned for indicator AC 2.3:
Optional documentation
PCC's institutional learning outcomes are embedded in our general education curriculum, which is part of all five of our degrees.
Additional documentation for this credit:
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.