| Overall Rating | Bronze |
|---|---|
| Overall Score | 31.17 |
| Liaison | José Otazú Mejía |
| Submission Date | Jan. 2, 2024 |
Universidad Científica del Sur
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
8.00 / 8.00 |
Mirtha
Nazario Dean of environmental engineering environmental sciece |
"---"
indicates that no data was submitted for this field
Part 1. Institutional sustainability learning outcomes
Yes
Which of the following best describes the sustainability learning outcomes?:
Sustainability-focused
A list of the institution level sustainability learning outcomes:
Our institution places the "Environmental Education" module at the forefront of our sustainability initiatives. Through this module, we empower students with a deep understanding of global environmental issues, highlighting their impact on our country and their role in climate change. The module's curriculum emphasizes the critical importance of biodiversity and ecosystems while providing comprehensive knowledge of climate change dynamics.
Within the "Environmental Education" module, students develop problem-solving skills and the ability to identify sustainable solutions for specific environmental challenges. They engage in reflective learning, connecting the characteristics, causes, and effects of these issues. Our approach fosters a profound commitment to environmental stewardship, instilling a sense of responsibility among students as they progress through the module.
Furthermore, the "Environmental Education" module places a strong emphasis on collaborative research skills, promoting teamwork and shared responsibility in addressing complex environmental problems. By focusing on this module, our institution ensures that students are well-prepared to contribute proactively to a sustainable future, with environmental consciousness at the core of their education.
Within the "Environmental Education" module, students develop problem-solving skills and the ability to identify sustainable solutions for specific environmental challenges. They engage in reflective learning, connecting the characteristics, causes, and effects of these issues. Our approach fosters a profound commitment to environmental stewardship, instilling a sense of responsibility among students as they progress through the module.
Furthermore, the "Environmental Education" module places a strong emphasis on collaborative research skills, promoting teamwork and shared responsibility in addressing complex environmental problems. By focusing on this module, our institution ensures that students are well-prepared to contribute proactively to a sustainable future, with environmental consciousness at the core of their education.
Part 2. Program-level sustainability learning outcomes
16,185
Number of graduates from degree programs that require an understanding of the concept of sustainability:
6,000
A brief description of how the figure above was determined:
The Environmental Education course meets the criterion of being identified as a sustainability-focused program within the undergraduate curriculum. It is a mandatory course for 25 out of the 25 departments (on 2022, due in 2024 we have increase to a total of 33 departments), providing a total of two compulsory credits.
This course explicitly incorporates sustainability-focused learning outcomes by enabling students to analyze and address global environmental issues with a keen understanding of their impacts at the national level and the role they play in climate change. The curriculum promotes an in-depth exploration of ecological systems and socio-economic interdependencies through the study of biodiversity, ecosystem services, and the human well-being reliant on these natural systems.
Furthermore, the program fulfills the requirement of successful completion of a sustainability-focused course. It delves into sustainable development principles by discussing key international frameworks and agreements, such as the Brundtland Report and the Paris Agreement. Students also engage in eco-efficiency and eco-management practices, which are crucial for developing sustainable living strategies, emphasizing energy conservation, waste management, and sustainable design, and fostering a strong commitment to environmental stewardship through social strategies for sustainability.
This course explicitly incorporates sustainability-focused learning outcomes by enabling students to analyze and address global environmental issues with a keen understanding of their impacts at the national level and the role they play in climate change. The curriculum promotes an in-depth exploration of ecological systems and socio-economic interdependencies through the study of biodiversity, ecosystem services, and the human well-being reliant on these natural systems.
Furthermore, the program fulfills the requirement of successful completion of a sustainability-focused course. It delves into sustainable development principles by discussing key international frameworks and agreements, such as the Brundtland Report and the Paris Agreement. Students also engage in eco-efficiency and eco-management practices, which are crucial for developing sustainable living strategies, emphasizing energy conservation, waste management, and sustainable design, and fostering a strong commitment to environmental stewardship through social strategies for sustainability.
A list of degree programs that require an understanding of the concept of sustainability:
INTERNATIONAL BUSINESS AND ECONOMICS
SOFTWARE ENGINEERING
BUSINESS ADMINISTRATION
INTERNATIONAL BUSINESS ADMINISTRATION
BUSINESS ACCOUNTING
BUSINESS AND SYSTEMS ENGINEERING
MARKETING AND ADMINISTRATION
ENVIRONMENTAL ARCHITECTURE AND URBANISM
AGRONOMY AND BUSINESS
ENVIRONMENTAL ENGINEERING
MARINE BIOLOGY
AQUACULTURAL ENGINEERING
VETERINARY MEDICINE AND ZOOTECHNICS
PERFORMING ARTS
COMMUNICATION AND MARKETING
COMMUNICATION AND ADVERTISING
LAW
HOTEL AND TOURISM ADMINISTRATION
NURSING
DENTISTRY/STOMATOLOGY
PHARMACY AND BIOCHEMISTRY
HUMAN MEDICINE
NUTRITION AND DIETETICS
OBSTETRICS
PSYCHOLOGY
SOFTWARE ENGINEERING
BUSINESS ADMINISTRATION
INTERNATIONAL BUSINESS ADMINISTRATION
BUSINESS ACCOUNTING
BUSINESS AND SYSTEMS ENGINEERING
MARKETING AND ADMINISTRATION
ENVIRONMENTAL ARCHITECTURE AND URBANISM
AGRONOMY AND BUSINESS
ENVIRONMENTAL ENGINEERING
MARINE BIOLOGY
AQUACULTURAL ENGINEERING
VETERINARY MEDICINE AND ZOOTECHNICS
PERFORMING ARTS
COMMUNICATION AND MARKETING
COMMUNICATION AND ADVERTISING
LAW
HOTEL AND TOURISM ADMINISTRATION
NURSING
DENTISTRY/STOMATOLOGY
PHARMACY AND BIOCHEMISTRY
HUMAN MEDICINE
NUTRITION AND DIETETICS
OBSTETRICS
PSYCHOLOGY
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
Two
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
37.07
Optional Fields
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Additional documentation to support the submission:
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.