| Overall Rating | Gold |
|---|---|
| Overall Score | 68.35 |
| Liaison | Alex Roman Gonzalez |
| Submission Date | March 3, 2023 |
University of Cincinnati
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
3.60 / 8.00 |
Andrew
Porter Director Planning + Design + Constuction |
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indicates that no data was submitted for this field
Part 1. Institutional sustainability learning outcomes
Yes
Which of the following best describes the sustainability learning outcomes?:
Sustainability-supportive
A list of the institution level sustainability learning outcomes:
Our General Education course requirements are purposefully designed to strengthen four essential Baccalaureate Competencies:
1) Critical thinking: Analysis, synthesis, and evaluation of information and ideas from multiple perspectives,
2) Effective communication: Analysis, synthesis, and evaluation of information and ideas from multiple perspectives,
3) Knowledge integration: Fusion of information and concepts from multiple disciplines, and
4) Social responsibility: Application of knowledge and skills gained from the undergraduate experience for the advancement of a diverse society. Attention and service to the world at large is characteristic of a socially accountable, well-educated individual.
One goal of the General Education Core, grounded in the Social Responsibility Competency, is to introduce a student to historical ethical reasoning, ecological literacy, contemporary social, ethical, and sustainability issues, and to promote knowledge, skills, and attitudes that encourage responsible stewardship and civic engagement.
General Education at the University of Cincinnati:
- emphasizes critical thinking
- develops effective verbal, written, oral, and visual communication
- includes familiarity with multiple areas of traditional knowledge
- supports intellectual excellence and openness
- integrates study among disciplines
- encourages commitment to personal social accountability and responsibility
- promotes awareness of the world at large
- fosters information literacy
- values lifelong learning
- encourage contextual linkages
1) Critical thinking: Analysis, synthesis, and evaluation of information and ideas from multiple perspectives,
2) Effective communication: Analysis, synthesis, and evaluation of information and ideas from multiple perspectives,
3) Knowledge integration: Fusion of information and concepts from multiple disciplines, and
4) Social responsibility: Application of knowledge and skills gained from the undergraduate experience for the advancement of a diverse society. Attention and service to the world at large is characteristic of a socially accountable, well-educated individual.
One goal of the General Education Core, grounded in the Social Responsibility Competency, is to introduce a student to historical ethical reasoning, ecological literacy, contemporary social, ethical, and sustainability issues, and to promote knowledge, skills, and attitudes that encourage responsible stewardship and civic engagement.
General Education at the University of Cincinnati:
- emphasizes critical thinking
- develops effective verbal, written, oral, and visual communication
- includes familiarity with multiple areas of traditional knowledge
- supports intellectual excellence and openness
- integrates study among disciplines
- encourages commitment to personal social accountability and responsibility
- promotes awareness of the world at large
- fosters information literacy
- values lifelong learning
- encourage contextual linkages
Part 2. Program-level sustainability learning outcomes
11,953
Number of graduates from degree programs that require an understanding of the concept of sustainability:
2,387
A brief description of how the figure above was determined:
UC captured the curricular maps of all of its degree programs in Excel (these are available online; see https://webapps2.uc.edu/ecurriculum/degreeprograms/list). These curricular maps include all course requirements. The file with the course requirements for all degree programs was cross-walked against UC's inventory of sustainability courses (see AC1). Cross-referencing the two lists, UC identified 75 degree programs (including minors and certificates) as having sustainability learning outcomes by virtue of requiring sustainability courses for degree completion. UC's factbook was then consulted, to get the number of graduates for each program in AY20-21, and the total number of graduates across all programs in AY20-21.
A list of degree programs that require an understanding of the concept of sustainability:
see attached file
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:
19.97
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about 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 or simply email your inquiry to stars@aashe.org.