|Submission Date||Feb. 27, 2019|
University of Idaho
AC-2: Learning Outcomes
|0.47 / 8.00||
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:
Institution level learning outcomes address social responsibility but fall short of addressing environmental or economic responsibility. They are as follows:
Learn and integrate - Through independent learning and collaborative study, attain, use, and develop knowledge in the arts, humanities, sciences, and social sciences, with disciplinary specialization and the ability to integrate information across disciplines.
Think and create - Use multiple thinking strategies to examine real-world issues, explore creative avenues of expression, solve problems, and make consequential decisions.
Communicate - Acquire, articulate, create and convey intended meaning using verbal and non-verbal methods of communication that demonstrate respect and understanding in a complex society.
Clarify purpose and perspective - Explore one’s life purpose and meaning through transformational experiences that foster an understanding of self, relationships, and diverse global perspectives.
Practice citizenship - Apply principles of ethical leadership, collaborative engagement, socially responsible behavior, respect for diversity in an interdependent world, and a service-oriented commitment to advance and sustain local and global communities.
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):
COLLEGE OF AGRICULTURAL AND LIFE SCIENCES:
Sustainable Food Systems - B.S.Ag.L.S.
Ability to apply scientific principles to the development and management of sustainable agricultural systems; develop an approach to solving complex food systems related issues. Ability to assess the sustainability of agricultural systems using a systems-based approach applying economic, social and natural-resource related criteria.
COLLEGE OF ART AND ARCHITECTURE:
Bioregional Planning and Community Design - M.S.
Ethics and civic leadership: the program emphasizes community outreach and applied planning with Idaho communities facing rapid changes in the character of economies and land use. Sustainability is the cornerstone of that effort. Studio work translates this approach into practice and allows the student to make the program’s intent available as a community service.
Integrated Architecture and Design - M.S.
Address significant social , environmental, cultural and economic challenges posed by built and natural environments creatively and collaboratively.
COLLEGE OF ENGINEERING:
Biological Engineering - B.S.
Graduates studying biological processes and integrating them with engineering principles will be effective engineers to develop solutions for a wide variety of technical problems in today's challenging interdisciplinary world. This program outcome aligns with the university's Learning Outcome 2: Think and Create. This program outcome aligns also with the ABET Student Outcomes of (b) an ability to design and conduct experiments, as well as to analyze and interpret data, (c) 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, and (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
Electrical Engineering - B.S.E.E.
An understanding of the impact of engineering solutions in a global, economic, environmental and societal context. A recognition of the need for, and an ability to engage in, life-long learning.
COLLEGE OF NATURAL RESOURCES:
Environmental Science - B.S.Env.S.
Integrate technical expertise with a sound understanding of the cultural, social, political, and economic ramifications of environmental problem-solving.
Environmental Science - M.S.
Demonstrate a high level of skills in carrying out interdisciplinary work integrating technical expertise with a sound understanding of the cultural, social, political, and economic ramifications of environmental problem-solving.
Environmental Science - Ph.D.
Demonstrate high level skills in carrying out interdisciplinary work integrating technical expertise with a sound understanding of the cultural, social, political, and economic ramifications of environmental problem-solving.
Demonstrate a sound foundation in the principles of science; a breadth of knowledge across biological, physical and social science with a more highly focused foundation in one of these areas; a depth of knowledge in an area of specialization and the ability to apply the knowledge to the understanding and mitigation of environmental problems.
COLLEGE OF SCIENCE:
Geography - B.S.
Ability to write clearly and verbally explain problems and issues in geographic science and related human and environmental topics in an effective manner and with supportive visual and statistical materials.
Climate Change Certificate
The U.S. Global Change Research Program has outlined specific educational goals for training the next generation of scientists and decision makers in climate literacy across a disciplines. The curriculum required for the climate change certificate builds in the flexibility for students across colleges while adhering to the following "climate literacy" goals:
--to understand the essential principles of Earth’s climate system,
--to know how to assess scientifically credible information about climate,
--to communicate about climate and climate change in a meaningful way, and
can make informed and responsible decisions with regard to actions that may affect climate.
Thus, the certificate is intended to prepare students in many fields to understand the scientific drivers and impacts of climate change, as well as the necessary knowledge base to become active participants in planning mitigation strategies and necessary community/societal adaptations.
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:
Course level-learning outcomes are not collected centrally at this time.
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
Institutional, program, and course level learning outcome data: Sarah Mahuron, Accreditation & Assessment Analyst, Institutional Effectiveness and Accreditation.
Support provided by Maraya Hanson, a senior studying Environmental Science and UI Sustainability Center Communications Coordinator.
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.