|Submission Date||Dec. 26, 2018|
Universidad San Francisco de Quito
AC-2: Learning Outcomes
|7.36 / 8.00||
Innovation and Sustainability Office
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):
From ABET certification, Environmental Engineering has established the learning outcome of the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
Other sustainability-focused undergraduate programs include:
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:
All undergraduate students are required to take the same course during their academic career: Cosmos. This is a Socratic science course with the following learning outcomes: (1) Relate the impact of human activities with the negative consequences to the biosphere. (2) Discuss about the origin and evolution of the universe and life. (3) Recognize aspects of the physical and natural sciences. (4)Analyze the main global environmental problems, their consequences, and propose solutions.
v. Discuss the different paradigms of the universe and curiosity with respect to the scientific objectivity with which they can be analyzed.
vi. Assess the interdependence that exists between all living beings, including humans.
vii. Formulate possible solutions for the main environmental problems that exist.
Environmental Management, Biotechnology and Environmental Education are additional undergraduate courses required to complete programs in the Department of Biological Science and Environmental Science.
The courses have the following learning outcomes:
Environmental Management: This course provides knowledge of the instruments of environmental management and of the tools for decision making in environmental management in the public sphere and / or private sector.
1. Comprehend the theory about management tools, their function, use and applications.
2. Comprehend the management systems for the achievement of corporate sustainability.
3. Comprehend the link between environmental management, economic growth and industrial development through case studies.
4. Analyze the process of changing the millennium development goals and progress in their fulfillment.
5. Calculate the carbon footprint.
Biotechnology: The course includes an introduction to the study of microorganisms (the most abundant and diverse life forms), the microbial diversity, especially observable in the hundreds of metabolic processes and the massive impact of microorganisms in aquatic and terrestrial environments.
1. Describe the processes and mechanisms of microorganisms´ lives.
2. Distinguish applications of microbiology in different areas.
3. Explain the principles of taxonomy and microbial evolution.
4. Identify the role played by microorganisms in our lives and their importance in nature.
5. Interpret the main metabolic pathways and geo-biological cycles of the minerals.
1. Analyze the differences between different applications of environmental education in Ecuadorian society considering inter-culturality and gender.
2. Give an opinion (oral or written), with precision, regarding the global and local evolution of Environmental Education.
3. Design, apply and evaluate an environmental education project in an authentic context.
The website URL where information about the programs or initiatives is available:
Additional documentation to support 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 and complete the Data Inquiry Form.