Overall Rating Gold
Overall Score 65.20
Liaison Sarah Gilly
Submission Date March 2, 2020

STARS v2.2

Stevens Institute of Technology
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 3.51 / 8.00 Keith Sheppard
Professor & Associate Dean of Engineering & Science
Schaefer School of Engineering & Science
"---" 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?:
Yes

Which of the following best describes the sustainability learning outcomes?:
Sustainability-supportive

A list of the institution level sustainability learning outcomes:

The Schaefer School of Engineering and Science (fall 2018 student count: 2,520 undergrad, 1,547 graduate), has adopted a general set of outcomes across all engineering programs aligned with those of ABET (Accreditation Board for Engineering and Technology, Inc.). Two outcomes are related to sustainability, specifically mentioning that students will have the ability:
1. 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
2. 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.


Total number of graduates from degree programs:
2,520

Number of graduates from degree programs that require an understanding of the concept of sustainability:
476

A brief description of how the figure above was determined:

A member from the Office of Institutional Research and Effectiveness provided the total number of graduates from degree programs and number of graduates from degree programs that require an understanding of the concept of sustainability.

The number of graduates from degree programs that require an understanding of the concept of sustainability include all:
- civil engineering students
- environmental engineering students
- ocean engineering students
- mechanical engineering students
- sustainability management students
- any student with a green engineering minor
- any student with a water resources minor
- any student with an environmental management certificate
- any student with a sustainable energy mechanical engineering certificate

as these are the programs that specify sustainability learning outcomes at the program level.


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

The following highlights the sustainability-focused learning outcomes for programs offered at Stevens Institute of Technology:

1.Environmental Engineering Program (Undergraduate and graduate programs)

The objectives of the environmental engineering program are aligned with these expectations for graduates:
a. Graduates of the program will be recognized as "the best in the business" by their peers by leveraging their strong technical basis to continuously increase their skills and knowledge in their area of expertise and will develop the qualifications for licensure.
b. Graduates of the program will have a positive impact on their workplace, through multidisciplinary collaboration, teamwork and leadership.
c. Graduates of the program effectively navigate contextual factors in their careers, including the historical, regulatory, political, policy, economic, ethical and public relations aspects of environmental problems.

2. Green Engineering Minor (Undergraduate program)

The objectives of the Green Engineering Minor are aligned with these expectations for graduates:
a. Provide a holistic, systems perspective to the impact of human activity on the environment, including the role of engineering.
b. Educate students in the concepts of sustainable development and industrial ecology.
c. Provide insight into sustainability tools and metrics such as life cycle analysis and ecological footprint.
d. Show how engineering decisions, particularly with regard to design, can support sustainability goals.
e. Develop awareness of the ethical, economic, social and political dimensions that influence sustainability.

3. Master of Science in Sustainability Management (Graduate program)

The M.S. in Sustainability Management is for students in science, engineering, architecture, planning, business, social science, communications, law and policy fields who want to be a part of the relatively new, but rapidly-growing cadre of trained sustainability experts and managers. The program intends to turn their passion for sustainability into impactful careers by devising a dynamic, mission-driven curriculum that focuses on application of sustainability principles in all spheres of life – environmental, economic, social - for protection of the environment and earth’s natural resources, in promoting economic development without impacting the environment, and in implementing practical solutions based on principles of social inclusion, thus ensuring a better quality of life for all members of the society. Students benefit from close interaction with an internationally recognized faculty with diverse educational and professional backgrounds; hybrid format of many classes that are offered in the evenings; and networking opportunities with industry and academic experts via participation in the weekly Sustainability Seminar Series. Graduates of the program will be well positioned to lead the workforce in devising and implementing sustainable strategies for development in business, non-profit organizations, and in the public sector (municipal government to federal).

4. Dual MS-MBA Degree in Sustainability Management (Graduate program)

Students graduating with an MS-MBA Sustainability Management are expected to develop in-depth insights required for critical thinking in pursuing deeper understanding and concomitant solutions to important sustainability problems.

Graduates of the program will be well positioned to devise sustainable business strategies; form new ventures and startups on sustainability; join leading management consulting firms; and lead sustainability projects and initiatives within midsize or large corporations or with a government institution.

Specifically, the graduates will:
a. Develop basic skills of management as well as gain knowledge of analytical methods for approaching organization problems.
b. Be able to integrate managerial and technical aspects of sustainability.
c. Demonstrate fluency in the current body of knowledge in sustainability and apply that knowledge toward optimal decision-making process in their respective field of practice.
d. Exhibit proper use of integrative thinking in order to holistically analyze the relationship between human activity and the natural, social, and economic environments.
e. Integrate sustainability at various levels in their organizations.
f. Acquire both qualitative and quantitative analytical skills and apply those skills in solving sustainability related problems in the context of their professional interests and expertise.
g. Evaluate the sustainability of current and future technology applications.
h. Able to perform sustainability data management.
i. Possess high quality written and oral communication skills to efficiently communicate complex sustainability issues to a varied audience.
j. Demonstrate high level of professionalism.

5. Mechanical Engineering Program (Undergraduate and graduate programs)

By the time of graduation, mechanical engineering students will have:
a. (Scientific Foundations) the ability to use applied scientific knowledge to solve problems in mechanical engineering and related fields (ABET Criterion 3a).
b. (Engineering Foundations) the ability to use fundamental engineering knowledge to solve problems in mechanical engineering and related fields (ABET Criterion 3a).
c. (Experimentation) the ability to design and conduct experiments, as well as to analyze and interpret experimental data for mechanical engineering and related applications (ABET Criterion 3b).
d. (Technical Design) the technical ability to design mechanical and thermal engineering devices or systems to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability (ABET Criterion 3c).
e. (Design Assessment) the ability to develop and assess alternative designs of both mechanical and thermal engineering systems based on technical and non-technical criteria including their impact in a global economic, environmental and societal context (ABET Criterion 3h).
f. (Tools) the ability to use the relevant tools necessary for practice in mechanical engineering and related fields (ABET Criterion 3k).
g. (Professionalism) the ability to recognize and achieve high levels of professionalism in their work (ABET Criterion 3f).
h. (Leadership) the ability to assume leadership roles (ABET Criterion 3d).
i. (Teamwork) the ability to function on multidisciplinary teams (ABET Criterion 3d).
j. (Communication) the ability to communicate effectively and persuasively (ABET Criterion 3g).
k. (Ethics) a critical understanding of ethical responsibility (ABET Criterion 3f).
l. (Contemporary Issues) a knowledge of contemporary issues (ABET Criterion 3j).
m. (Lifelong Learning) a recognition of the need for an ability to engage in lifelong learning and development (ABET Criterion 3i).
n. (Entrepreneurship) fundamental knowledge and an appreciation of the technology and business processes necessary to nurture new technologies from concept to commercialization.

6. Civil Engineering Program (Undergraduate and graduate programs)

Graduates of the Stevens program meet the demands for positions of responsibility in various sub-disciplines of civil engineering and contribute to the advancement of the civil engineering practice.

A graduate of the Civil Engineering Program at Stevens Institute of Technology will be prepared to:
a. (Scientific Foundation) be able to use knowledge of the underlying mathematics and physics to analyze civil engineering problems. Examples include the determination of axial and shear stresses.
b. (Engineering Foundation) be able to apply engineering science principles to civil engineering problems such as the use of static equilibrium to determine the forces and moments on structural elements.
c. (Experimentation) be able to design and conduct experiments and analyze results to determine soil, structural and fluid and environmental parameters.
d. (Technical Design) be able to use the required codes and standards in design. Examples include design of beams, columns and retaining walls using the ACI code.
e. (Design Assessment) be able to incorporate considerations such as feasibility, applicability, cost, legal/regulatory, societal impacts, etc. in design, and have experience working with practicing engineers.
f. (Tools) be able to use modern software for the analysis and design of structures (e.g. SAP 2000) and to use computer software for data analysis, reporting and presentations (e.g. AutoCAD, MATLAB and Excel).
g. (Professionalism) know about professional management practices for civil engineers.
h. (Leadership) have experience taking leadership roles in teams.
i. (Teamwork) have experience working within teams.
j. (Communication) be capable of writing and presenting technical [information].
k. (Ethics and Morals) know about ethical problems that face civil engineers, and the codes that specify the professional response to them.
l. (Social Issues) be familiar with current policy issues regarding civil engineering projects.
m. (Life-Long Learning) show an interest in professional societies and their activities, and independently seek information related to the civil engineering profession.
n. (Entrepreneurship) have experience proposing a technical solution to a novel civil problem and the understanding of the business side of civil engineering.

7. Ocean/Naval Engineering (Undergraduate and graduate programs)

Knowledge and skills students should possess at the time of graduation:
a. (Scientific foundations) Graduates will have a fundamental understanding of hydromechanics, structural dynamics and statics, and control theory covering experimental, theoretical, and computational approaches.
b. (Engineering foundations) Graduates will be able to use knowledge of the underlying engineering principles stated in (1) to analyze naval and ocean systems using a unified approach combining theory, experiments, and simulation.
c. (Experimentation) Graduates will be able to design and conduct experiments and analyze results involving stability, resistance, and seakeeping characteristics of marine vehicles and floating structures and the ability to use basic tow-tank equipment for testing, including knowledge of instrumental methods of analysis.
d. (Technical Design) Graduates will be able to apply the unified approach as defined in (2) to design naval and ocean engineering systems and processes.
e. (Design Assessment) Graduates will be able to compare alternative designs based on considerations such as feasibility, applicability, cost, etc.
f. (Tools) Graduates will be able to use software tools for data processing and statistics, math analysis, CAD for naval engineering systems, marine vehicle performance modeling, and hydrodynamic and structural modeling.
g. (Professionalism) Graduates will know about professional management practices and legal and regulatory considerations in the naval and ocean engineering field.
h. (Leadership) Graduates will have experience taking leadership roles in teams.
i. (Teamwork) Graduates will have knowledge of group dynamics, the roles and jobs necessary for functioning of a team, and have experience taking various roles in teams.
j. (Communication) Graduates will be able to present information accurately and concisely by written, oral and visual means including podium presentations, written technical reports, and representation of information with aid of computer-based tools.
k. (Ethics and Morals) Graduates will be able to use a variety of moral frameworks to evaluate individual and social choices, and have knowledge of the kinds of ethical problems that face engineers, and the engineering ethics codes that guide the professional response to them.
l. (Social Issues) Graduates will have an understanding of contemporary environmental/social issues involving the ocean and ocean-related technology.
m. (Lifelong Learning) Graduates will demonstrate an appreciation of extracurricular sources of learning, such as participation in professional societies.
n. (Entrepreneurship) Graduates will understand the steps involved in taking a technology from conception to market and can demonstrate these steps by an actual or hypothetical example.

A full description of learning outcomes is available in the academic catalog.


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

Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
18.89

Website URL where information about the sustainability learning outcomes is available:
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Additional documentation to support the submission:
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The Schaefer School of Engineering and Science (SES) is considered the predominant student body because about three quarters of Stevens’ undergraduate students are enrolled in SES. If counting both undergraduate and graduate students, SES enrolls about 60% of them.

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