|Submission Date||April 5, 2019|
AC-2: Learning Outcomes
|2.47 / 8.00|
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):
- DEGREE IN ENVIRONMENTAL SCIENCES
1. Demonstrate an understanding of key concepts, models and theories of
areas of Environmental Sciences and Technologies, Biological Sciences and
Earth and Space Sciences, Mathematics, Physics and Chemistry and Biochemistry;
- Analyze information (collection, selection and treatment) and design projects
(planning, organization and implementation) in the field of Environment taking responsibility for the quality of results;
- Respond to complex environmental situations in order to foster sustainability.
- MASTER'S DEGREE IN ENVIRONMENTAL CITIZENSHIP AND PARTICIPATION:
1. to get to know the environmental and social problems that affect our society in the present;
2. to develop the capability and the motivation to change people’s attitudes towards a sustainable society;
3. to plan strategies of action with citizens for a more informed, educated and pro-active citizenship;
4. to be able to conceive, promote and manage projects aimed at environmental intervention.
- MASTER'S DEGREE IN FOOD CONSUMPTION SCIENCES
• Leadership in actions that aim at the modification of attitudes and behaviors for healthy and sustainable eating habits.
- MASTER'S DEGREE IN WOMEN STUDIES - GENDER, CITIZENSHIP AND DEVELOPMENT
Acquisition of knowledge and skills to deal with gender issues and the promotion of equality as well as social policies related to these issues.
- DOCTORAL DEGREE IN SOCIAL SUSTAINABILITY AND DEVELOPMENT:
• The deepening of knowledge in the sustainable development,
through the use of a current and interdisciplinary theoretical body.
• The development of analytical, evaluation and critical thinking skills
on concrete situations in the area of Sustainability and Development.
• The development of capacities and
in the area of Sustainability and Development.
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:
- UNDERGRADUATE DEGREE IN SOCIAL SCIENCES
COURSE: EQUALITY, SOCIAL EXCLUSION AND CITIZENSHIP
• To understand (in)equality, exclusion/inclusion and citizenship as sociohistorical constructions;
• To identify inequality, exclusion and citizenship measures, as well as mechanisms producing them, in different scales;
• To develpo abilities and ethical principles to deal with inequality and exclusion cases, in labour and civic contexts;
• To conceive local actions to promote equality, inclusion and citizenship
COURSE: GLOBALIZATION, CITIZENSHIP AND IDENTITIES
1. Identify the multiple dimensions of globalization (social, cultural, economic and political).
2. Understand the new notions of citizenship in the context of globalization and of nation states’ erosion of regulation regimes.
3. Discuss the struggles for the recognition of minorities’ rights.
COURSE: ENVIRONMENT, HEALTH & WELLNESS
Discuss the environment, health and well-being as social constructions;
- Know, analyse and understand the impacts of environmental crisis in social organization in general, and in human health and well-being, in particular;
- Critical analysis of the environmental field governance in order to identify the underlying concepts of policies, programs, and professional organizations that implement them;
- Identify and discuss the economic dimension of 'environmental phenomena' (turning knowledge and goods in resources);
- Identify and critically analyse the societal challenges that the environmental problem introduces in a multiscale global context;
- Know and discuss the plurality of knowledge and socio-cultural practices around the environment and the challenges to the social sciences;
- Deconstruct the forms of social participation incorporated in the overall management of environment and their importance for social change and transformation;
- Analyse contexts and develop local action plans, of intervention in the prevention and promotion of environmental and health crisis.
COURSE: SOCIETY , GENDER AND POWER
• To know in anthropological and sociological perspective the construction of gender concept so that it can contribute to a better understanding contemporary world.
• Reflect in a critical way and, in a perspective of intersectionality, at the crossing of several axes of power, differentiation and inequality.
• Develop the capacity of students to reflet and criticize on subjects of scientific relevance and citizenship.
COURSE: INTERCULTURAL COMMUNICATION
- Promoting awareness and critical reflection on the importance of intercultural communication and the challenges faced by professionals and citizens to socialize, communicate and work in today's society characterized by increasing multiculturalism, diversity, conflict and globalization.
-Ability to devise and implement plans and intervention strategies promoting intercultural communication, especially in contexts characterized by cultural diversity , conflict , complexity or emergency.
COURSE: INTERCULTURAL PSYCHOLOGY
- Increase the awareness to the similarities and differences of the human behavior in the different cultures.
- Prevail the ethnocentric thought and behavior.
- Understand the relations between culture and behavior.
- Master the essential concepts and theories of intercultural psychology.
COURSE: SOCIOLOGY OF EDUCATION
• To develop a sociological perspective on the multiple formal, informal and non-formal educational processes;
• To recognise key theories in sociology of education;
• To analyse the relation between schooling patterns, social inequalities and public policies, in different countries;
• To use theoretical and methodological tools to intervene in educational contexts.
- UNDERGRADUATE DEGREE IN EDUCATION
COURSE: EDUCATION AND EQUITY IN CONTEMPORARY SOCIETY
• To cooperate and to intervene in socially disadvantaged groups
• To integrate the pluralism and the respect on diversity
• To understand the complexity of nowadays societies
• To develop the analytical and critical sense.
COURSE: EDUCATION AND CULTURAL DIVERSITY
- Analyze emerging educational issues, from a cultural perspective.
- Integrate and apply theoretical knowledge in the design of educational interventions to promote intercultural education.
COURSE: ACCESSIBILITY IN EDUCATION AND TRAINING
- Understand the concepts of inclusion, equity and accessibility.
- Integrate pluralism and respect for the diversity of students into inclusive educational practices;
- To adapt the educational and formative intervention to diverse contexts of learning and profiles of students, promoting the accessibility according to the norms and existing guidelines.
- Apply the principles of universal design in the design of learning spaces and materials.
COURSE: SENIOR POPULATION: PROBLEMS AND PERSPECTIVES OF INTERVENTION
- Identify common-sense ideas about seniors such as ssues such as idadism, intergenerational dialogue, social inclusion and quality of life, concept of active aging and the role of the institutions dedicated to this type of population.
GRADUATE MASTER DEGREE IN INFORMATION MANAGEMENT AND SCHOOL LIBRARIES
COURSE: EDUCATION IN TODAY'S SOCIETY
- Identify concepts and paradigms addressing the education-society relations;
- Conduct relevant research to develop the capacity for critical reflection on the theoretical perspectives;
- Develop conceptual rigor in scientific discourses;
- Reflect on the nature of the relationship between social and educational discourses at several levels of analysis;
- Examine the conceptual (re)definition according to different contexts - social, economic, ideological, cultural (school inequalities, lifelong learning and media literacy)
- Recognize and outline strategies for developing skills in the relationship between Education, Youth and Media.
GRADUATE MASTER DEGREE IN INTERCULTURAL RELATIONS
• Understanding and contextualizing the fundamental concepts, including culture, ethnocentrism, relation, identity;
• Reflecting critically on the relationship between cultures and the diversity of their cultural practices in face of issues on gender, ethnicity, class and generation;
• Articulating concepts acquired in diverse social contexts of intervention.
COURSE: TRANSNATIONALISM, INHERITANCES AND SOCIAL INTEGRATION
- Understanding the dynamics inherent in the emergence of transnationalism in the globalization context of migrations;
- Relating the concept of transnationalism with the concepts of belonging, identity and social integration;
- Reflecting critically on the dynamics of identity construction and integration processes of individuals and groups, and practices inherent in transnational networks and face the multiple spaces of belonging;
- Reflecting critically on public policies towards the promotion of transnationalism and on transnational communities’ strategies.
DOCTORAL DEGREE IN LANGUAGE TEACHING - MULTILINGUISM AND EDUCATION FOR A GLOBAL CITIZENSHIP
COURSE: MULTILINGUALISM AND EDUCATION FOR CITIZENSHIP
- To grasp the issues of education for citizenship and multilingualism; principles and practices of citizenship education in a multicultural society
and in a globalized world; and the development of materials for the promotion of interculturality.
DOCTORAL DEGREE IN INTERCULTURAL RELATIONS
COURSE: ADVANCED TRAINING SEMINAR IN EPISTEMOLOGIES AND INTERCULTURAL
1.To articulate the relationship between the construction of knowledge and cultures.
2.To learn, within a historical and anthropological perspective, about the construction of knowledge and concepts such as culture, ethnocentrism, relationships, identity, sexism and racism, in order that they can contribute to a better fundamental understanding of the contemporary world.
3.To reflect critically, from an intersectional perspective, on the crosscutting areas of issues of power, difference and inequality.
4. To produce a critical discourse grounded in the seminar themes.
5. To develop the ability of PhD students to theorise on the relevant social, scientific and citizenship issues.
COURSE: CULTURE AND HUMAN RIGHTS
1. Understand and critically analyse theoretical perspectives and current concepts around culture, human rights and the relationship between them;
2. Articulate different theoretical perspectives in different political, social and cultural contexts, both nationally and internationally;
3. Critically reflect on the relationship between universalism, particularism and relativism;
4. Reflect on the likely evolution of human rights and acquire skills to pursue qualified;
5. Acquire competences to develop independent research leading to the production of innovative knowledge and to analyse complex situations and realities, pondering their underlying implications and ethical and social responsibilities.
COURSE: MIGRATION, CITIZENSHIP AND INTEGRATION
1. Identify and analyze the major themes and contemporary issues of cultural diversity and citizenship rights in the era of globalization;
2. Analyze comparative models of citizenship implemented in the European and North American context;
3. Reflect critically on the relationship between citizenship regimes and integration policies for migrant communities in Europe and North America;
4. Develop a critical view on the development of citizenship regimes in Portugal;
5. Develop skills to conduct independent research on the topics under study within a theoretical grounded and consistent framework.
COURSE: IDENTITIES AND MIGRATIONS IN CONTEMPORARY SOCIETIES
To understand identities and migrations in contemporany societies
To know the fundamental concepts of the area
To analyze identities in different dimensions
To discuss the different identitary expressions in migratory context
To relate in a critical perspective the different subjects
To improve the ability to research and produce scientific knowledge
To improve the abilities to work in group.
COURSE: MIGRATION, INTERCULTURALITY AND DEVELOPMENT
- to strengthen the theoretical and applied skills in the study of migration, in its relationship to culture and development;
- to increase the ability to integrate interdisciplinary knowledge, mainly from sociology, economics and anthropology so as to better seize the complexity of those areas;
- the development of deep analytical skills and critical thinking;
- the improvement of oral communication skills;
- to strengthen the capacity to develop autonomous research and production of complex knowledge.
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.
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.