Overall Rating Platinum
Overall Score 86.82
Liaison Richard Demerjian
Submission Date March 28, 2018
Executive Letter Download

STARS v2.1

University of California, Irvine
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 8.00 / 8.00 Richard Demerjian
Assistant Vice Chancellor
Office of Environmental Planning and Sustainability
"---" indicates that no data was submitted for this field

Total number of graduates from degree programs (i.e. majors, minors, concentrations, certificates, and other academic designations):
9,392

Number of students that graduate from programs that have adopted at least one sustainability learning outcome:
9,392

Percentage of students who graduate from programs that have adopted at least one sustainability learning outcome:
100

Do the figures reported above cover one, two, or three academic years?:
One

Does the institution specify sustainability learning outcomes at the institution level (e.g. covering all students)?:
Yes

Does the institution specify sustainability learning outcomes at the division level (e.g. covering particular schools or colleges within the institution)?:
No

A list or brief description of the institution level or division level sustainability learning outcomes:

UCI has identified campuswide learning outcomes (http://sustainability.uci.edu/education/learning-outcomes/) to transform sustainability learning, moving beyond the level of exposing students to sustainability principles to a level of fully integrating sustainability learning into all areas of campus practice, campus life, and the operation of the University. These learning outcomes engage students in the application of sustainability practice and collaboration and will help move the collective value of the institution to embrace sustainability in all aspects of what we do. The progression of building from fundamental learning outcomes to full engagement, will more fully prepare students to apply sustainability as a standard practice when they leave UCI.

1. Understand the fundamental environmental, social, and economic issues underlying sustainability

• All UCI students are exposed to the broad issues that support sustainability through two required general education courses with learning outcomes that address the fundamental science and societal aspects of sustainability (GE II and GE VIII)

2. Enhance the student learning experience through the integration of sustainability principles into collaborative learning, practices, and operations

• Recognize that significant societal challenges including health, energy, food, climate, and water, are addressed through interdisciplinary academic collaboration
• Experience problem solving and collaboration using the campus as a living laboratory for sustainability
• Learn to apply sustainability principles into all aspects of campus life and operations
• Experience working together with students in converging fields to foster collaboration between disciplines to arrive at solutions

3. Deepen the learning experience associated with sustainability to align with the needs of students as they leave the University

• Develop an ethos of sustainability from in-classroom and outside of classroom learning
• Learn to embrace sustainability as an everyday part of student life and leadership through the collaboration of academic sustainability learning outcomes with Student Affairs leadership learning outcomes that integrate the environmental and social aspects of sustainability (http://sites.uci.edu/saslo/learning-domains-2/)


Does the institution specify sustainability learning outcomes at the program level (i.e. majors, minors, concentrations, degrees, diplomas, certificates, and other academic designations)?:
Yes

A list or brief description of the program level sustainability learning outcomes (or a list of sustainability-focused programs):

The following is a list of degrees, minors, and concentrations with their program-level sustainability learning outcomes, organized by school. These learning outcomes were drawn from UCI's assessment of undergraduate majors (http://assessment.uci.edu/assessment/assessment-of-undergraduate-majors/) and the 2017-2018 UCI catalogue (http://catalogue.uci.edu/schoolofhumanities/#undergraduateprogramstext), supplemented as needed with reference to the webpages of individual schools and departments (https://uci.edu/academics/index.php).

Donald Bren School of Information & Computer Sciences

Bachelors in Computer Science and Engineering:
o An ability to design, implement, and evaluate a computer-based system, component, process, or program to meet desired needs within realistic constraints, such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability constraints.
o An ability to understand the impact of engineering solutions in a global, economic, environmental, and societal context; and to analyze the impact of computing on individuals, organizations, and society.

Henry Samueli School of Engineering

Graduate Concentration in Environmental Engineering:
o Development of strategies to control anthropogenic emissions of pollutants to the environment; the generation of sustainable water and energy in response to climate change and population growth: and the enhancement of science and engineering understanding, which can be translated into management strategies to face the challenge of water, energy shortage, and global climate variability.

Masters and Doctorate in Chemical and Biochemical Engineering:
o Uses the knowledge of chemistry, mathematics, physics, biology, and social sciences to solve societal problems such as energy, health, environment, food, clothing, shelter, and transportation.

Bachelors in Aerospace Engineering:
o An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
o The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

Bachelors in Biomedical Engineering:
o An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
o The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

Bachelors in Chemical Engineering:
o An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
o The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

Bachelors in Civil Engineering:
o An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
o The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

Bachelors in Computer Engineering:
o Proactively function with creativity, integrity and relevance in the ever changing global environment by applying their fundamental knowledge and experience to solve real-world problems with an understanding of societal, economic, environmental, and ethical issues.
o An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
o The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

Bachelors in Computer Science and Engineering:
o An ability to design, implement, and evaluate a computer-based system, component, process, or program to meet desired needs within realistic constraints, such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability constraints.
o An ability to understand the impact of engineering solutions in a global, economic, environmental, and societal context; and to analyze the impact of computing on individuals, organizations, and society.

Bachelors in Electrical Engineering:
o An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
o The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

Bachelors in Engineering (General):
o An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
o The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

Bachelors in Environmental Engineering:
o An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
o The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

Bachelors in Materials Science Engineering:
o Exhibit a commitment to engineering ethics, environmental stewardship, continued learning, and professional development.
o An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
o The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

Bachelors in Mechanical Engineering:
o An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
o The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

Interdisciplinary Studies

Minor in Civic and Community Engagement:
o The minor provides a theoretical and empirical framework to increase students' understanding of public problems (environmental, social, and other) from multiple disciplinary perspectives. Students learn about strategies to address public problems, including through public policy; through the involvement of community-based and nonprofit organizations; and through the cultivation of leadership.

Minor in Global Sustainability:
o The interdisciplinary minor in Global Sustainability prepares students to consider the challenges of meeting the needs of the present without compromising the ability of future generations to meet their own needs, with emphasis upon addressing the extreme poverty that afflicts at least 20 percent of the world's current population.
o Students will become aware of the main drivers of climate change, both natural and human-induced, the intrinsic as well as the resource values of species, ecosystems, and communities, and how the loss of cultural diversity and a growing income gap between nations leads to additional pressure for biological resource exploitation.
o Students will become familiar with foundational sustainability concepts in social practice, governance and allocation, the physical sciences, and the biological sciences to better understand and effectively deal with contemporary environmental and social equity crises.

School of Biological Sciences

Bachelors in Ecology and Evolutionary Biology:
o Demonstrate an understanding of ecological relationships between organisms and their environment.

School of Physical Sciences

Bachelors in Environmental Science:
o Prepares students interested in solving environmental problems by linking an understanding of natural science with socioeconomic factors and public policy.
o Combines a quantitative understanding of environmental science, chemistry, and biology with studies of social science, policy, and macro- and microeconomics to provide a foundation for careers in environmental policy, resource management, education, environmental law, and related fields.
o Provides students with a solid foundation to recognize the impacts of human activities on the environment, and in turn the impacts of environmental change on society.

Concentration in Geosciences Education with a Secondary Teaching Certification:
o Students pursuing a B.A. in Environmental Science (a sustainability-focused major) may choose to earn a bachelor's degree and complete the required course work and field experience for a California Preliminary Single Subject Teaching Credential at the same time.

Bachelors in Earth System Science:
o Students learn to apply basic sciences (physics, chemistry, mathematics, and biology) to understand the major processes and systems governing the Earth's climate, biogeochemical cycles, and global change.
o Students will learn to explain the current and projected future state of the Earth system in the context of past climate change and current human activities.

Masters and Doctorate in Earth System Science:
o Understanding the sensitivity of the Earth's climate system requires a broad base of scientific knowledge, which includes detection, quantification, and prediction of the rates of change of chemical, physical, and biological variables. The Department's doctoral program is aimed at training new research scientists in the field of Earth System Science. The graduate education provides a comprehensive curriculum, along with opportunities to conduct groundbreaking research. The Department's doctoral-level students are expected to become researchers with a global perspective and broad research skills as well as a high level of expertise in specific areas. Active programs of research are underway in atmospheric chemistry, biogeochemical cycles, and physical climate.

Minor in Earth and Atmospheric Sciences:
o Students interested in understanding how the Earth's systems work can complete the requirements for a minor in Earth and Atmospheric Sciences. The program is primarily designed for students in the natural sciences and engineering who wish to explore interdisciplinary problems and broaden their studies to include the application of their fields to understanding the Earth system.

School of Social Ecology

Bachelors in Social Ecology:
o Demonstrate an understanding of the interdisciplinary nature of social, psychological or environmental (social/physical) problems as they occur in community settings.

Bachelors in Urban Studies:
o Students will understand and be able to describe the character of urban problems, including the unique character of urban environmental problems (e.g., toxic and hazardous waste disposal, polluted urban water runoff, air pollution).
o Students will be able to organize and assemble complex arguments-in writing and verbally-that can describe the global challenges of urbanization and the analytical skills needed for addressing them. For example, they will be able to analyze interconnections among the physical, environmental, social, economic, and political dimensions of cities and urban life; and productively engage the concepts and controversies in one or more main substantive areas within urban studies, including: (1) urban and community development, (2) urban governance, (3) urban & environmental sustainability, and (3) urban & environmental design in an effort to describe these global challenges.
o Students will be sensitized to the growing roles of socioeconomic disparities in multicultural, multi-ethnic metropolitan regions as challenges in solving urban problems, such as meeting urban growth and transportation needs while complying with increasingly stringent environmental regulations that can safeguard the population's health and quality of the diverse natural environments.

Minor in Urban Studies:
Prepares students to:
o Clean the air.
o Build affordable housing.
o Reduce traffic congestion.
o Make cities safer.
o Make democracy work.

Master of Urban and Regional Planning:
o Provides a balance of critical thinking and skills development, empowering students to address complex urban challenges, in diverse areas such as environmental planning, housing and community development, land use planning, transportation, and international development planning.

Unaffiliated Programs

Bachelors in Public Health Sciences:
o Assess the health conditions of populations through an ecological approach to public health that emphasizes natural determinants of health status - as evidenced by proficiency in sub-disciplines including biological aspects of public health; epidemiology, genetics, and health informatics; environmental and global health science; and infectious and chronic diseases.


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)?:
No

A list or brief description of the course level sustainability learning outcomes and the programs for which the courses are required:
---

The website URL where information about the programs or initiatives is available:
Additional documentation to support 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 and complete the Data Inquiry Form.