| Overall Rating | Bronze |
|---|---|
| Overall Score | 31.17 |
| Liaison | José Otazú Mejía |
| Submission Date | Jan. 2, 2024 |
Universidad Científica del Sur
AC-1: Academic Courses
| Status | Score | Responsible Party |
|---|---|---|
|
4.04 / 14.00 |
Mirtha
Nazario Dean of environmental engineering environmental sciece |
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indicates that no data was submitted for this field
Part 1. Sustainability course offerings
| Undergraduate | Graduate | |
| Total number of courses offered by the institution | 834 | 321 |
| Number of sustainability-focused courses offered | 17 | 15 |
| Number of sustainability-inclusive courses offered | 0 | 0 |
Percentage of courses that are sustainability course offerings:
2.77
Part 2. Sustainability course offerings by department
25
Number of academic departments with sustainability course offerings:
11
Percentage of academic departments with sustainability course offerings:
44
Documentation
Do the figures reported above cover one, two, or three academic years?:
Two
A brief description of the methodology used to complete the course inventory :
The methodology for completing the course inventory for sustainability-related courses involves several steps:
1. Identification: Collect course titles and descriptions from the university's curriculum across all departments to identify those with sustainability content.
2. Categorization: Classify courses based on their primary sustainability focus—ecological, economic, and social.
3. Analysis: Review course syllabi, objectives, and learning outcomes to understand the depth and breadth of sustainability content.
4. Challenge Articulation: For each course, identify a sustainability challenge that the course aims to address, ensuring that students are aware of real-world problems they may face in their professional careers.
This methodical approach ensures a holistic and accurate inventory of sustainability courses that are aligned with the three pillars of sustainability
1. Identification: Collect course titles and descriptions from the university's curriculum across all departments to identify those with sustainability content.
2. Categorization: Classify courses based on their primary sustainability focus—ecological, economic, and social.
3. Analysis: Review course syllabi, objectives, and learning outcomes to understand the depth and breadth of sustainability content.
4. Challenge Articulation: For each course, identify a sustainability challenge that the course aims to address, ensuring that students are aware of real-world problems they may face in their professional careers.
This methodical approach ensures a holistic and accurate inventory of sustainability courses that are aligned with the three pillars of sustainability
How were courses with multiple offerings or sections counted for the figures reported above?:
Each course was counted as a single course regardless of the number of offerings or sections
A brief description of how courses with multiple offerings or sections were counted:
Courses with multiple offerings or sections, including those with repeated instances, were counted in a straightforward manner. A special module called "Environmental Education" is designed to be transversal to all undergraduate careers within our institution. As a result, each occurrence of this module, regardless of how many times it repeats across various sections or offerings, was included in the total count. This approach ensured that we captured the full scope of environmental education across the institution's diverse academic programs.
IMPORTANT: However, this module was not considered as part of the total percentage of courses with sustainability content, as it would create confusion and result in a 100% of careers where sustainability courses are taught in 2022. Although this is true, it may seem odd when evaluating it
IMPORTANT: However, this module was not considered as part of the total percentage of courses with sustainability content, as it would create confusion and result in a 100% of careers where sustainability courses are taught in 2022. Although this is true, it may seem odd when evaluating it
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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.