| Overall Rating | Gold |
|---|---|
| Overall Score | 66.57 |
| Liaison | Rebecca Collins |
| Submission Date | Dec. 14, 2023 |
Temple University
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
2.70 / 8.00 |
Caroline
Burkholder Senior Sustainability Manager Office of Sustainability |
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:
PROGRAM COMPETENCIES
GenEd facilitates linkages by stressing the development of eight competencies rather than content knowledge. GenEd provides opportunities for students to engage in:
Civic Engagement
Function as an engaged citizen in a diverse and globalized world
Within GenEd, students open to civic engagement view themselves as connected to local and global communities where they participate in activities that address issues of public concern. Critically engaged students define issues, pose, probe, and solve problems with an awareness of and an inclusion of diverse values and interests.
Critical Thinking
Think critically
Within GenEd, students who think critically recognize an object of investigation, frame questions about it, and interrogate assumptions—explicit or implicit. Critical thinking includes the evaluation of evidence, analysis and synthesis of multiple sources, and reflection on varied perspectives. Critical thinking generates a well-developed investigation that incorporates supporting and countering claims. A student engaged in critical thinking produces an informed account, a hypothesis for further study, or the solution to a problem.
Contextualized Learning
Understand historical and contemporary issues in context
Within GenEd, students who contextualize learning understand and integrate historical, contemporary, and cultural phenomena and their underlying principles in two broad applications. First, contextual learners recognize the interaction of complex forces that give rise to specific phenomena. Second, contextual learners understand and analyze related events, artifacts, practices and concepts across geographic, chronological and cultural boundaries.
Interdisciplinary Thinking
Understand and apply knowledge in and across disciplines
Within GenEd, students who use interdisciplinary thinking recognize the world presents problems, topics, or issues too complex to be satisfactorily addressed though a single lens. Thus, interdisciplinary thinkers apply multiple perspectives, paradigms, and frameworks to problems, topics, or issues.
Communication Skills
Communicate effectively orally and in writing
Within GenEd, students who communicate effectively use spoken and written language to construct a message that demonstrates the communicator has established clear goals and has considered their audience. Effective messages are organized and presented in a style appropriate to the context.
Scientific & Quantitative Reasoning
Identify and solve problems using scientific and quantitative reasoning
Within GenEd, students who exercise quantitative and scientific reasoning use and apply these reasoning processes to explain phenomena in the context of everyday life. Quantitative reasoning includes statistical and/or logical problem-solving, the relationships between quantities, and the use and misuse of quantitative data. Scientific reasoning introduces students to the evolution and interdependence of science and technology and includes problem identification, hypothesis evaluation, experimentation, interpretation of results and the use and misuse of scientific data.
Information Literacy
Identify, access and evaluate sources of information
Within GenEd, information literacy encompasses a broad spectrum of abilities, including the ability to recognize and articulate information needs; to locate, critically evaluate, and organize information for a specific purpose; and to recognize and reflect on the ethical use of information.
Lifelong Learning
Promote a lasting curiosity
GenEd cultivates these skills and abilities throughout the required undergraduate curriculum, and students will experience these ways of being through readings, discussions, activities, and classes throughout GenEd.
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:
Temple University Office of Sustainability reviewed the learning objectives AND course requirements for the degree programs in every school and college. Sustainability-focused programs where identified. Temple's Academic Affairs, Assessment and Institutional Research Unit provided data for the total number of graduates from all programs and the number of graduates from programs that require an understanding of the concept of sustainability based on an analysis of both learning outcomes and required course work for each degree program.
A list of degree programs that require an understanding of the concept of sustainability:
Film and Media Arts MFA
Communication Management MS
Middle Grades Education w Science concentration BSED
Environmental Horticulture (Undergraduate Minor)
Bioengineering BSBE
Civil Engineering BSCE
Construction Engineering Technology BSCT
Electrical Engineering BSEE
Engineering BSEN
Environmental Engineering BSEN
Environmental Engineering MSEN
Environmental Engineering PHD
Industrial Systems Engineering BSIS
Mechanical Engineering BSME
Stormwater Management (Graduate Certificate)
Ecological Planning and Design (Undergraduate Minor)
Global Health (Graduate Certificate)
Heath Information Management BSHIM
Public Health BS
Anthropology BA
Enviromental Studies BA
Geography and Urban Studies BA
Geography and Urban Studies MA
Geography and Urban Studies PHD
Landscape Studies (Undergraduate Minor)
Chemistry BS
Environmental Professional Training (Undergraduate Certificate)
Geology BS
Tourism & Hospitality Management (Undergraduate Minor)
Physics with Teaching BS
Sustainable Food Systems (Undergraduate Minor)
Social Work MSW
Social Work BSW
Architecture BS
Architecture MARC
Facilities Management BS
Community Development BS
City and Regional Planning MS
Environmental Sustainability (Undergraduate Certificate)
Historic Preservation BS
Historic Preservation (Undergraduate Certificate)
Horticulture BS
Landscape Architecture BS
Landscape Architecture MLAR
Native Perennial Garden Design (Undergraduate Certificate)
Sustainable Community Planning (Graduate Certificate)
Sustainable Food Systems (Undergraduate Certificate)
Transportation Planning (Graduate Certificate)
Sport Business (Graduate Certificate)
Certificate in Sustainability (Undergraduate Certificate)
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:
Data source(s) and notes about 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.