|Submission Date||March 1, 2019|
University of Dayton
AC-2: Learning Outcomes
|5.87 / 8.00||
Sustainability Reporting and Assessment Specialist
Facilities Management / Hanley Sustainability Institute
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:
School of Business Administration:
Learning Goal 2: Our students will be ethical decision makers.
Objective 1: Our students will apply an ethical decision-making model such as Catholic Social Teaching or sustainability to offer potential solutions to ethical dilemmas that arise in business practice.
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):
MS Renewable and Clean Energy
Learning objective: develop engineering skills in energy efficiency and renewable energy systems to design, analyze, implement and create technologies that foster environmental sustainability, broad-based prosperity, and justice for all.
Sustainability, Energy, and Environment Minor
• Knowledge of growth vs sustainability, both locally and globally
• Skill in economic analysis of environmental issues
• Community-based research methods
• Systemic understanding of environmental issues
• Interaction with local and national political scene
• Knowledge of environment and energy context of the world
• Skill in technical analysis of environmental and energy issues
• Understanding of broad resource management issues
• Ability to communicate issues and translate information
• Knowledge in arts and literature as related to the natural and built environments
• Skill in visual representation of information about energy and environment
• Knowledge of public policy implications
• Skill in cost-benefit analysis
• Knowledge of the theological underpinnings of sustainability and environment
• Ability to gather and analyze data
• Knowledge of ethical issues
• Basic knowledge of environmental sciences
• Knowledge of spatial relationships, environmental geography
• Knowledge of historical developments related to energy and environment
• Sociological understanding of environmental issues
• Knowledge of risk assessment
• Understanding of technology and its relationship to energy and environment and the implications for the future.
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:
All undergraduate students complete the Common Academic Program (CAP). As part of their CAP component requirements they must take HST 103 and SSC 200. Each of these courses includes sustainability learning outcomes.
3. Use basic historical analysis to explain global phenomena that have had an economic, political, environmental, social and cultural impact on the way people lived in the past and exist in the present.
4) Students will demonstrate knowledge of how various social theories facilitate the critical and imaginative evaluation of the ethical, historical, social, political, technological, economic, or ecological challenges of the times.
5) Students will demonstrate knowledge of how context, difference, and/or positionality shape social issues and the power to shape social issues.
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
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.