Overall Rating Platinum
Overall Score 88.59
Liaison Richard Demerjian
Submission Date Aug. 11, 2021

STARS v2.2

University of California, Irvine
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 8.00 / 8.00 Brenna Biggs
Sustainability Analyst
UCI Office of Sustainability
"---" indicates that no data was submitted for this field

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?:
Yes

Which of the following best describes the sustainability learning outcomes?:
Sustainability-focused

A list of the institution level sustainability learning outcomes:

UCI has identified campuswide 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.

View UCI’s Sustainability Learning Outcomes webpage: http://sustainability.uci.edu/education/learning-outcomes/

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

a. 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 Science and Technology and GE VIII).

b. Learning outcomes for GE II Science and Technology include the following:
--Demonstrate a broad understanding of the fundamental laws of science, the principles underlying the design and operation of technology, and the interrelations among science and technology disciplines;
-- Demonstrate a broad understanding of various natural phenomena that surround and influence our lives;
--Describe how scientists approach and solve problems;
-- Solve problems and draw conclusions based on scientific information and models, using critical thinking and qualitative and quantitative analysis of data and concepts;
--Explain the scope and limitations of scientific inquiry and the scientific method.

c. Learning outcomes for GE VIII International/Global Issues include the following:
--Demonstrate specific knowledge of the cultural, historical, social, economic, scientific, and political aspects of one or more foreign countries, and the connections among these aspects;
--Develop a broader understanding of the formation of different cultures and countries through the world;
--Be prepared to engage in positive interaction with peoples of different cultures and nationalities.

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

a. Recognize that significant societal challenges including health, energy, food, climate, and water, are addressed through interdisciplinary academic collaboration
b. Experience problem solving and collaboration using the campus as a living laboratory for sustainability
c. Learn to apply sustainability principles into all aspects of campus life and operations
d. 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

a. Develop an ethos of sustainability from in-classroom and outside of classroom learning
b. 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/)


Total number of graduates from degree programs:
10,873

Number of graduates from degree programs that require an understanding of the concept of sustainability:
3,733

A brief description of how the figure above was determined:

First, a list of programs identified in AC-3 and AC-4 as sustainability-focused were compiled. Programs that maintain sustainability-focused learning outcomes (i.e., based on the various UCI departments) and/or require a sustainability-focused course (i.e., based on the inventory presented in AC-1) were added to this list of programs. Then, a list of the numbers of students who graduated from undergraduate and graduate programs at UCI during AY 2019-2020 was procured from the Office of Institutional Research. The total number of students who graduated during AY 2019-2020 was 10,873. The number of students who graduated from programs identified as being sustainability-focused using the methods in 1), 2), and/or 3) above was 3,723.

Program - Have been identified as a sustainability-focused program,
Learning Outcome - Have adopted sustainability-focused learning outcomes, OR
Course - Require a sustainability-focused course.


A list of degree programs that require an understanding of the concept of sustainability:

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 2020-2021 UCI catalogue (http://catalogue.uci.edu/), supplemented as needed with reference to the webpages of individual schools and departments (https://uci.edu/academics/index.php).

Below is a list of undergraduate and graduate programs that require an understanding of the concept of sustainability. For rationales, please visit the attached file below. Data regarding the number of graduates from each program were not always available, as marked with "n/a" in the file attached below.

HENRY SAMUELI SCHOOL OF ENGINEERING:
B.S. Civil Engineering
B.S. Environmental Engineering
B.S. Biomedical Engineering
B.S. Aerospace Engineering
B.S. Mechanical Engineering
B.S. Materials Science and Engineering
B.S. Chemical Engineering
B.S. Computer Engineering
B.S. Computer Science and Engineering
B.S. Electrical Engineering
B.S. Engineering (General)
M.S. Chemical and Biochemical Engineering
Ph.D. Chemical and Biochemical Engineering
M.S. Civil and Environmental Engineering
Ph.D. Civil and Environmental Engineering

SCHOOL OF SOCIAL ECOLOGY:
Minor in Social Ecology
B.A. Social Ecology
Ph.D. Social Ecology
B.A. Urban Studies
Minor in Urban and Regional Planning
M.S. in Urban and Regional Planning
Ph.D. Urban and Environmental Planning and Policy
Minor in Urban Studies

SCHOOL OF PHYSICAL SCIENCES:
Minor in Earth and Atmospheric Sciences
B.S. Earth System Science
B.A. Environmental Science and Policy
B.S. Chemistry with a Concentration in Environmental Chemistry
Ph.D. Chemistry with a Concentration in Atmospheric and Environmental Chemistry
M.S. Earth System Science
Ph.D. Earth System Science

SCHOOL OF EDUCATION:
Ph.D. Education with a Concentration in Educational Policy and Social Context
Ph.D. Education with a Concentration in Human Development in Context

SCHOOL OF SOCIAL SCIENCES:
B.A. Social Policy and Public Service
M.A. Social Science with a Concentration in Demographic and Social Analysis

PROGRAM IN PUBLIC HEALTH:
Minor in Global Health
B.S. Public Health Sciences
B.A. Public Health Policy
Minor in Public Health

SCHOOL OF BIOLOGICAL SCIENCES:
B.S. Biochemistry and Molecular Biology
B.S. Biological Sciences
B.S. Biology/Education
B.S. Developmental and Cell Biology
B.S. Ecology and Evolutionary Biology
B.S. Exercise Sciences
B.S. Genetics
B.S. Human Biology
B.S. Microbiology and Immunology
B.S. Neurobiology
M.S. Conservation and Restoration Science

PAUL MERAGE SCHOOL OF BUSINESS:
B.A. Business Administration with an Emphasis in Operations and Decision Technologies

INTERDISCIPLINARY STUDIES:
Minor in Global Sustainability
Minor in Civic and Community Engagement
Graduate Emphasis in Global Studies
Concentration in Geosciences Education with a Secondary Teaching Certification
Sustainable Societies Campus Wide Honors Curriculum Track


Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
One

Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
34.33

Website URL where information about the sustainability learning outcomes is available:
Additional documentation to support the submission:
---

UCI's Sustainability Learning Outcomes meets the STARS definition of sustainability-focused in the following ways:

1) Students will be able to identify major sustainability challenges by…
-- Understanding the environmental, social, and economic issues underlying sustainability

2) Students will have an understanding of the carrying capacity of ecosystems as related to providing for human needs by…
-- Demonstrating a broad understanding of various natural phenomena that surround and influence our lives
-- Solving problems and drawing conclusions based on scientific information and models
-- Explaining the scope and limitations of scientific inquiry and the scientific method

3) Students will be able to apply concepts of sustainable development to address sustainability challenges in a global context by…
-- Recognizing that significant societal challenges include health, energy, food, climate, and water, are addressed through interdisciplinary academic collaboration
-- Demonstrating knowledge of the cultural, historical, social, economic, scientific, and political aspects of one or more foreign countries
-- Developing a broader understanding of the formation of different cultures and countries

4) Students will identify, act on, and evaluate their professional and personal actions with the knowledge and appreciation of interconnections among economic, environmental, and social perspectives by…
-- Experiencing problem solving and collaboration using the campus as a living laboratory for sustainability
-- Learning to apply sustainability principles into all aspects of campus life and operations
-- Developing an ethos of sustainability from in-classroom and outside of classroom learning.
-- Embracing sustainability as an everyday part of student life and leadership through Student Affair’s learning outcomes domains, including civic and community engagement, leadership development, diversity and global consciousness, administrative and professional skills, and personal responsibility.

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.