|Submission Date||March 1, 2019|
AC-2: Learning Outcomes
|0.86 / 8.00||
Education and Outreach Program Administrator
Office of Sustainability
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:
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):
This includes the available learning objectives for programs in the School of Arts and Sciences. Other schools' programs typically list learning objectives on program pages.
79 students total
18 MSAFE- Master of Arts in Agriculture, Food and Environment at the Friedman School of Nutrition Science and Policy lists the following learning outcomes:
To develop a breadth of understanding of agricultural science and policy issues related to soil, energy, air, water, plant breeding, plant nutrients, livestock production, pest management, and forestry
To develop in-depth expertise on one area of AFE through specialized class work (e.g., water resources policy, local food systems, animal welfare, etc.)
To develop sophisticated knowledge of the policymaking process
To understand historical and current aspects of U.S. agricultural production, policy initiatives, and structures
To develop competency in statistical methods and data analysis
To develop basic knowledge of nutrition science
To become a critical thinker, with advanced research, analysis, and writing skills
2 PhD Agriculture, Food and Environment: Learning objectives:
To become proficient in study design, hypothesis development, and statistical analysis
To become proficient in presentation (oral and written) and publication of research findings
To command a sophisticated understanding of relationships connecting agriculture, food and the environment
To become conversant in the breadth of scientific and policy knowledge related to agriculture, food, and environmental issues
Bachelor of Science in Environmental Engineering (BSEVE)
13 Bachelor of Science in Civil Engineering in the Department of Civil and Environmental Engineering (BSCE):
The BSCE student outcomes have been modeled after the ABET Criterion 3 requirements. Each graduate of the BSCE program should be able to demonstrate:
Ability to apply knowledge of mathematics, science, and engineering.
Ability to design and conduct experiments as well as to analyze and interpret data.
Ability to design a system, component, or process to meet desired needs.
Ability to function on multi-disciplinary teams.
Ability to identify, formulate, and solve engineering problems.
Understanding of professional and ethical responsibility.
Ability to communicate effectively.
Broad education necessary to understand the impact of engineering solutions in a global/societal/economic context.
Recognition of the need for and an ability to engage in lifelong learning.
Knowledge of contemporary issues.
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
12 BSEVE Student Outcomes:
Each graduate of the BSEVE program should be able to demonstrate:
• Ability to apply knowledge of mathematics, science, and engineering.
• Ability to design and conduct experiments as well as to analyze and interpret data.
• Ability to design a system, component, or process to meet desired needs.
• Ability to function on multi-disciplinary teams.
• Ability to identify, formulate, and solve engineering problems.
• Understanding of professional and ethical responsibility.
• Ability to communicate effectively.
• Broad education necessary to understand the impact of engineering solutions in a global/societal/economic context.
• Recognition of the need for and an ability to engage in lifelong learning.
• Knowledge of contemporary issues.
• Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
34 Bachelor of Science in Environmental Studies (BSENVS)
Learning Objectives: those in bold are of highest priority.
Upon successful completion of Environmental Studies as a second major, students are able to:
- Appreciate the importance of interdisciplinary knowledge and approaches when evaluating and/or seeking solutions to environmental issues;
Integrate multiple disciplines (interdisciplinary) into their papers and projects, using quantitative and qualitative skills to address environmental issues effectively;
- Use critical methods employed by practitioners in the environmental field (e.g., GIS, remote sensing; systems analysis; statistics; research methods in the humanities, social sciences, or natural sciences; filmmaking, photography or other art forms);
- To deliver well-researched presentations on environmental topics supported by the primary literature and by analysis of how evidence favors one of several possible conclusions.
- Effectively communicate to different audiences (researchers, media, public, etc.);
- To think and write critically on an environmental topic.
In addition, all students will be able to:
- Demonstrate salient features of ecosystem services: climate, soil, water, biodiversity.
- Work collaboratively by organizing teams to analyze and solve environmental problems.
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:
Programs requiring completion of sustainability courses (with number of degrees granted in FY 17):
UNDERGRADUATE: 115 students
115 BS Biology: Required Course BIO-0014 Organisms and Population, https://ase.tufts.edu/biology/courses/syllabi/2019spring/bio014.pdf, "Students will develop not only an awareness of key plant and animal physiology, but also an understanding of the ecological forces that drove evolution of these traits."
GRADUATE: 159 students
School of Arts, Science, and Engineering:
38 M.A. Urban and Environmental Planning (and joint UEP+): Required Course UEP 0252-01: Cities in Space, Place, and Time, https://as.tufts.edu/uep/sites/all/themes/asbase/assets/documents/syllabi/archived/3E3KD8AOZE.pdf, "These knowledge and skills are important for professional practice in which planners and policy makers are frequently asked to document the historical context for proposed plans and decisions, and to quickly come up to speed on community issues, concerns, and past activities. In addition, to be a conscientious and visionary practitioner, professionals should strive to have a deep and comprehensive historical understanding of communities and issues within their complex spatial, cultural, demographic, environmental, and socio-economic contexts.
Friedman School of Nutrition:
25 M.S. Food and Nutrition Policy and Programs: Required Course NUTR 238 Economics for Food and Nutrition Policy, https://nutrition.tufts.edu/academics/course/nutr-238?return-to=academics/courses/all/238, Learning Outcomes: Students will gain familiarity with the data sources and analytical methods needed to explain and predict consumption, production and trade in agriculture and food markets; evaluate the social welfare consequences of market failure and government policies; and analyze changes in poverty and inequality including both fluctuations and trends in incomes, employment and economic development.
Cummings School of Veterinary Medicine:
96 Doctor of Veterinary Medicine, http://vet.tufts.edu/education/dvm-program/national-and-school-level-competencies/, Relevant Learning Outcome: One health understanding and participation: Understand the interaction of animal and human health with the environment and provide leadership in the community around health issues related to agriculture. Help develop and implement disaster preparedness plans.
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
The selected Department and Programs listed here represent only those with published and accessible learning outcomes online.
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 and complete the Data Inquiry Form.
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 and complete the Data Inquiry Form.