| Overall Rating | Gold |
|---|---|
| Overall Score | 76.52 |
| Liaison | Maria Kirrane |
| Submission Date | July 28, 2022 |
University College Cork - National University of Ireland, Cork
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
3.29 / 8.00 |
John
O'Halloran Deputy President and Registrar Office of the Deputy President and Registrar |
Has the institution adopted one or more sustainability learning outcomes that apply to the entire student body or, at minimum, to the institution's predominant student body?:
Which of the following best describes the sustainability learning outcomes?:
A list of the institution level sustainability learning outcomes:
As a socially-minded, civically-engaged institution, our core values and graduate attributes are the bedrock of our student experience. Graduate attributes refer to the skills, knowledge and abilities of our graduates, beyond disciplinary content knowledge, that are applicable in a range of contexts in their lives. They advance the development of academic, specialist and technical skills.
Based on extensive consultation with stakeholders, the following core graduate attributes are prioritised at UCC:
- Creators, evaluators and communicators of knowledge
- Independent and creative thinkers
- Digitally Fluent
- Socially Responsible
- Effective global citizens, who recognise and challenge inequality
The following core values are priortised:
- Respect
- Ambition
- Compassion
- Resilience
- Integrity
Delivery of a suite of initiatives within the programme is focussing on the different stages of students’ Transition In, Through and Out of the university. The overarching objective of our programme is to enable a successful student journey, which will prepare students for their future through three main projects.
1. Transition In initiatives are guiding students into the right programme of study for them, whilst simultaneously widening access of under-represented cohorts and improving first year retention rates.
2. Transition Through initiatives are providing targeted supports, delivering skills training and developing graduate attributes that go beyond disciplinary content knowledge and can be applied in life-wide contexts.
3. Transition Out initiatives are preparing final year students to transition into professional environments, delivering on the ambitions of our Institutional Employability and Employment Guide.
This initiative is advancing the development of students’ academic, specialist and technical competencies, equipping them with transferrable skills that can be applied in different environments. With a focus on developing core values and graduate attributes, these initiatives are integrating with the academic curriculum, taking a holistic educational approach to develop character, professionalism and the capacity for critical and creative thought.
UCC graduates will be recognised as well-rounded, curious, self-aware, individuals who continually learn new skills, are open to new ideas, and make things happen.
Total number of graduates from degree programs:
Number of graduates from degree programs that require an understanding of the concept of sustainability:
A brief description of how the figure above was determined:
Please note, due to delays with data gathering associated with the covid pandemic, the presented figures are the same as those submitted in 2018. Given the publication of the University's Academic Strategy and additional courses (see AC1), these figures are likely a significant underestimate.
A list of degree programs that require an understanding of the concept of sustainability:
The number reported above is the number of students that took one of the "sustainability focused" courses as a "core" course (i.e. compulsory) in completing their degree programme in UCC. These are students that graduate from programs that require a sustainability-focused course as reported under AC 1 The following programmes in UCC require completion of one of the "core" sustainability focused programmes:
CK106 - Applied Psychology (BA)
CK404 - Environmental Science (BSc.)
CK107 - Geography (BA)
CKE55 - Sociology (MA)
CKE56 - Sociology of Development and Globalisation (MA)
CKR53 - Applied Environmental Geology (MSc)
CKR55 - Freshwater Quality Monitoring (PGDip)
CKR38 - Marine Biology (MSc)
CK606 - Architecture (BSc)
CK600 - Engineering (BSc)
CK706 - Public Health Sciences (BSc)
CK506 - International Development and Food Policy (BSc)
CKE39 - Coastal and Marine Management (MSc)
CKE69 - Planning and Sustainable Development (MPlan)
CKA13 - Geography (HDip full-time)
CKA43 - Geography (HDip part-time)
CKL46 - Marine and Maritime Law (LLM full-time)
CKL47 - Marine and Maritime Law (LLM part-time)
CKL48 - Environmental and Natural Resources Law (LLM full-time)
CKL49 - Environmental and Natural Resources Law (LLM part-time)
CK201 - Commerce (BA)
CK504 - Nutritional Science (BSc)
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
Website URL where information about the sustainability learning outcomes is available:
Additional documentation to support the submission:
Data source(s) and notes about 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 or simply email your inquiry to stars@aashe.org.