| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 76.34 |
| Liaison | Elida Erickson |
| Submission Date | March 1, 2019 |
| Executive Letter | Download |
University of California, Santa Cruz
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
2.51 / 8.00 |
Shauna
Casey Sustainability Programs Manager Campus Sustainability Office |
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:
General Education Perspectives requirement (for all undergraduate students). Students understand how humans interact with nature and sustainability issues.
Students choose one five-credit course or equivalent from any of the three following categories: PE-E, PE-H, PE-T. Environmental Awareness (PE-E code), so not all students select the environment strand.
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):
Anthropology: Understanding of Long-Term Changes in Human Behavior and Conditions in Deep Time. The student has a grasp of long term changes in the conditions that have shaped humans and the environments they inhabit.
Biomolecular Engineering: Be able to apply ethical reasoning to make decisions about engineering methods and solutions in a global, economic, environmental, and societal context.
Computer Engineering: 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.
Earth and Planetary Sciences: Describe and understand the origin of the solar system and Earth; the evolution of the solid Earth, hydrosphere and atmosphere; plate tectonics; climate change; biological evolution; and geochronology.
Ecology and Evolutionary Biology: Students will demonstrate broad-based knowledge of the fundamentals of Ecology, Behavior, Evolution and Physiology and the relationships among these disciplines. All students are exposed to current and critical issues and topics in the field of Ecology and Evolutionary Biology, including principles that pertain to sustainability like conservation and restoration.
Electrical Engineering: 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. Including, the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
Environmental Studies: Identify the societal (social, political, economic, cultural and ethical) agents and structures that contribute to environmental change (social science competency). Describe the structure and functioning of major physical and ecological components of the earth’s systems (natural science competency). Access and analyze a complex literature addressing specific topics in environmental studies, and evaluate the usefulness and limitations of individual sources of information (analytic thinking).
Sociology: Students understand the range of environmental inequalities in the world--with a focus on the US--and develop a firm grasp of key concepts to analyze them, and to hopefully become engaged members of local and interest-based communities.
Rachel Carson College: Students will demonstrate real-world solutions to complex socio-ecological problems.
College 10: Be able to describe and explain the ways in which certain individuals and groups are denied opportunities offered to more privileged members of society. Understand the ways racism, sexism, ageism, and other forms of discrimination inform an unequal distribution of societal benefits. Demonstrate an understanding of the ways in which poverty, greed, ethnic hatreds, violence against the queer community, and environmental injustices interplay with these patterns. Students will be able to address social justice issues through community involvement.
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:
Data source(s) and notes about the submission:
For the Perspectives General Education requirement, students were counted as graduating with having completed that requirement if they were not identified in any of the other programs identified (they were not double-counted).
Learning Outcomes for several programs are not listed in the website provided above. If the link above does not take you to the program you are looking for, try the following links below instead.
Anthropology: https://anthro.ucsc.edu/undergraduate/index.html
Biomolecular Engineering BS: https://beng.soe.ucsc.edu/home
Computer Engineering: https://abet.soe.ucsc.edu/
Earth and Planetary Sciences: http://eps.ucsc.edu/academics/undergrad-studies/ProgramLearningOutcomes.pdf
Earth and Planetary Sciences: http://eps.ucsc.edu/academics/index.html
Ecology & Evolutionary Biology: http://www.eeb.ucsc.edu/academics/program-learning-outcomes.html
Electrical Engineering: https://www.soe.ucsc.edu/departments/electrical-engineering/undergraduate/abet-accreditation
Environmental Studies: http://envs.ucsc.edu/undergraduate/prog-reqs/
Environmental Studies: http://envs.ucsc.edu/graduate/requirements/index.html
Sociology: https://sociology.ucsc.edu/undergraduate/index.html
Perspectives- Environment requirement: http://registrar.ucsc.edu/navigator/section3/gened/beginning2010/gen-ed-codes/pee-code.html
For the Perspectives General Education requirement, students were counted as graduating with having completed that requirement if they were not identified in any of the other programs identified (they were not double-counted).
Learning Outcomes for several programs are not listed in the website provided above. If the link above does not take you to the program you are looking for, try the following links below instead.
Anthropology: https://anthro.ucsc.edu/undergraduate/index.html
Biomolecular Engineering BS: https://beng.soe.ucsc.edu/home
Computer Engineering: https://abet.soe.ucsc.edu/
Earth and Planetary Sciences: http://eps.ucsc.edu/academics/undergrad-studies/ProgramLearningOutcomes.pdf
Earth and Planetary Sciences: http://eps.ucsc.edu/academics/index.html
Ecology & Evolutionary Biology: http://www.eeb.ucsc.edu/academics/program-learning-outcomes.html
Electrical Engineering: https://www.soe.ucsc.edu/departments/electrical-engineering/undergraduate/abet-accreditation
Environmental Studies: http://envs.ucsc.edu/undergraduate/prog-reqs/
Environmental Studies: http://envs.ucsc.edu/graduate/requirements/index.html
Sociology: https://sociology.ucsc.edu/undergraduate/index.html
Perspectives- Environment requirement: http://registrar.ucsc.edu/navigator/section3/gened/beginning2010/gen-ed-codes/pee-code.html
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.