|Submission Date||March 30, 2018|
University of California, San Diego
AC-2: Learning Outcomes
|0.19 / 8.00||
Executive Vice Chancellor
Vice Chancellor Academic Affairs
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:
While Muir College has a close tie to the environmental sciences and social sciences, and all undergraduates who started in Fall 2011 or later have to fulfill a Cultural Diversity requirement, there are no sustainability requirements per se at UC San Diego's 6 undergraduate colleges. https://muir.ucsd.edu/about/MuirandtheEnvironment/index.html
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):
- to provide a sound introduction to the basic sciences that underlie the disciplines of environmental engineering
- to provide a thorough training in methods of analysis, including problem formulation and the mathematical and computational skills required by environmental engineers
- understand the diversity of marine organisms, their evolutionary history, biogeography, interactions with other organisms, and adaptations to their environments.
- synthesize knowledge of physical and chemical processes of oceans and the biology of organisms to ask questions about natural history and ecology.
- form hypotheses about marine-related scientific questions and understand how experiments are executed to test those hypotheses.
- have an appreciation for the impact of habitat perturbation on marine organisms, and subsequent ecosystem-level consequences and feedbacks.
- have a sense of community responsibility and develop awareness of scientific issues in marine biology within the larger social context.
-apply their understanding of the fundamentals of science and mathematics to the description and quantification of the interactions of the atmosphere, hydrosphere, lithosphere, and biosphere, including humans.
-demonstrate capacity to investigate, diagnose and propose solutions to environmental problems in complex multi-issue, multi-stakeholder milieus and create practical solutions to environmental issues through innovative practices as shown through capstone projects and successful completion of internships at relevant organizations.
-have a sense of community responsibility and develop awareness of scientific issues in the larger social context.
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:
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
A knowledge of diversity, equity, and inclusion is required of all candidates for a bachelor’s degree who begin studies at UC San Diego in lower-division standing in fall 2011 or thereafter, or in upper-division standing in fall 2013 or thereafter. http://ucsd.edu/catalog/front/UgrdDegReq.html
UC San Diego's undergraduate education is organized into six colleges. Each college has its own distinctive educational philosophy and programmatic theme, general education requirements, neighborhood within the campus, and active student life.
Along with general education course requirements in the sciences, mathematics, fine arts, and humanities, students at UC San Diego's Marshall College must complete a 3-quarter (1-year) core sequence called Dimensions of Culture (DOC), which explores the development of American society through a complex tapestry of issues related to asymmetries of power associated with gender, class, racial, ethnic, and other hierarchies. All 3 courses address the social and political implications of inequality and the various collective movements that have struggled to gain access to rights and resources. http://admissions.ucsd.edu/colleges/marshall/index.html
UCSD Warren College students must take ethics and society courses. Warren College designed Ethics and Society, PHIL or POLI 27 and PHIL or POLI 28, to help students learn how to make moral decisions, engage in moral reasoning, and understand the positions of others in the great moral conflicts of our time. http://warren.ucsd.edu/academics/ethics-and-society.html
Finally, sustainability learning objectives are incorporated in majors that have an environmental component as listed above and posted on departmental and program websites. The campus does not have separate URL for sustainability learning objectives.
Graduate learning objectives can be found at https://academicaffairs.ucsd.edu/_files/ug-ed/asmnt/lo-programs/WASC_7.1b.pdf
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.