| Overall Rating | Silver |
|---|---|
| Overall Score | 60.32 |
| Liaison | Andy Mitchell |
| Submission Date | July 16, 2021 |
University of Illinois Chicago
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
1.66 / 8.00 |
Cynthia
Klein-Banai Associate Chancellor for Sustainability Office of Sustainability |
Has the institution adopted one or more sustainability learning outcomes that apply to the entire student body or, at minimum, to the institution's predominant student body?:
Which of the following best describes the sustainability learning outcomes?:
A list of the institution level sustainability learning outcomes:
Total number of graduates from degree programs:
Number of graduates from degree programs that require an understanding of the concept of sustainability:
A brief description of how the figure above was determined:
A list of all program leaning outcomes was acquired from the Office of Programs and Academic Assessment. This list was narrowed using CIP codes and searched for programs requiring an understanding of the concept of sustainability.
A list of degree programs that require an understanding of the concept of sustainability:
The US program prepares students with understanding and skills to effectively engage in the transformation of cities, thus enabling them to enter urban professions and graduate education programs.
The US Program has the following learning outcomes with one explicitly dedicated to sustainability in bold:
Students will demonstrate knowledge of ethics and values related to the production of cities and to professional practice, including knowledge of collaboration, diversity, equity, sustainability and democracy.
The Minor in Sustainable Cities
The Sustainable Cities minor provides students in many disciplines the opportunity to gain further understanding of the field of urban sustainability while introducing them to concepts and techniques relevant to all disciplines.
Other programs and their following learning outcomes include include:
BA -
Public Health
•Students will be able to articulate how human, animal, and environmental health interact and impact the health of populations.
Urban Studies
•Students will demonstrate knowledge of ethics and values related to the production of cities and to professional practice, including knowledge of collaboration, diversity, equity, sustainability and democracy.
BS –
Biological Sciences
•Graduates will have a basic understanding of global ecology, including the concept of biodiversity, the essential goals of conservation biology, and an understanding of the essentials of how human impact is changing natural ecosystems.
•Students can describe novel environmental and physiological conditions that threaten life, and describe why these conditions are hazardous to life.
•Students can evaluate chemical and physical systems and say whether they are compatible with life, and if not describe changes in the system necessary for the creation and maintenance of life.
•Students will be able to identify energy flow in a diagram of a food web, and predict how the ecosystem might be altered if species are added or removed.
•Students will be able to identify the major sources of anthropogenic extinction.
•Students will be able to predict how changes in the genetic systems, cellular conditions, or external conditions will affect cellular processes.
•Students will demonstrate an understanding of the basic parameters of a survivorship curve, as it applies to population ecology.
Computer Engineering
•The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context.
Earth and Environmental Sciences
•Students will be able to use multiple lines of evidence to assess environmental hazards in an area.
Electrical Engineering
•The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context.
Engineering Management
•An ability to design a system, component, or process to meet the desired needs within realistic constraints such as economic, environmental, social, ethical, health and safety, manufacturability, and sustainability.
•The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
Engineering Physics
•Demonstrate the 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.
•Have a broad education necessary to understand the impact of engineering solutions in global, economic, environmental, and societal contexts.
Integrated Health Sciences
•Students will be able to discuss and analyze how psychological, economic and social influences, including life choices, affect individual and population health.
•Students will be able to discuss and apply the ecological model of health and behavioral change.
•Students will be able to discuss how the urban environment impacts health.
Rehabilitation Sciences
•Students will describe the interplay of the biological, psychological, ethical, societal, organizational and environmental issues involved in disability and rehabilitation.
MS –
Earth and Environmental Sciences
•Students will demonstrate advanced knowledge in the Earth & Environmental Sciences.
Patient Safety Leadership
•Students will apply principles of social justice and cultural humility to maximize equitable health outcomes throughout the continuum of care for diverse populations.
•Students will function in a leadership role to design and implement a safe health care environment and system.
MUPP –
Urban Planning and Policy
•Support and promote collaborative learning among faculty and students with colleagues, citizens and organizations in civic domains ranging from the local to the global scale
•Graduates demonstrate knowledge about the possibilities and processes of designing and reviewing development proposals for aesthetic, environmental, and social objectives.
•Graduates should be able to apply ethical norms, knowledge, professional judgment, and democratic skills to conceive and propose sound plans that are responsive to the often conflicting demands for justice, efficiency and sustainability.
•Graduates will be demonstrate knowledge about theories about environmental stability, disturbance, interdependence, and diversity, and some knowledge of biological, atmospheric, and hydrologic systems in relation to sustainability of ecological systems where human settlement occurs.
Ph.D. –
Civil Engineering
•Prepare students academically and intellectually in specialized fields of civil engineering (structural, geotechnical, transportation, water resources and environmental) to be independent researchers, critical thinkers, and creative scholars to serve in industry, academia, and government.
Earth and Environmental Sciences
•Graduates of the PhD in Earth & Environmental Sciences will be capable, effective, and independent researchers and/or teachers in the Earth & Environmental Sciences in industrial, governmental, or academic contexts.
BDES –
Industrial Design
•Students will be able to understand issues of design sustainability, social relevance, and inclusivity.
JD -
Concentration in Sustainability
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
Website URL where information about the sustainability learning outcomes is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
Received from the Program Coordinator for the above programs in Urban Planning and Policy. Also data was received from Institutional Research and Academic Curriculum and Assessment.
Received from the Program Coordinator for the above programs in Urban Planning and Policy. Also data was received from Institutional Research and Academic Curriculum and Assessment.
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.