| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 66.39 |
| Liaison | Shane Stennes |
| Submission Date | Dec. 15, 2015 |
| Executive Letter | Download |
University of Minnesota, Twin Cities
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
2.91 / 8.00 |
Mary
Oldham Sustainability Coordinator Institute on the Environment |
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indicates that no data was submitted for this field
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Number of students who graduated from a program that has adopted at least one sustainability learning outcome:
12,536
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Total number of graduates from degree programs:
34,431
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A copy of the list or inventory of degree, diploma or certificate programs that have sustainability learning outcomes:
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A list of degree, diploma or certificate programs that have sustainability learning outcomes:
All undergraduate students are required to meet the liberal education requirement for four of five designated themes, of which the environment is theme is one.
Graduate programs with sustainability learning outcomes include:
Master of Agricultural Education; Applied Plant Sciences; Master of Development Practice; Natural Resources Science and Management, MS and PhD; Master of Science - Science, Technology and Environmental Practice; Architecture Master of Science - Sustainable Design; Master of Architecture; Bioproducts and Biosystems Engineering Management, MS and PhD; Conservation Biology, MS and PhD; Master of Landscape Architecture, Ecological Restoration; Plant Pathology; Sustainable Agriculture Systems; Land and Atmospheric Science Graduate Studies; Masters of Urban and Regional Planning; Water Resource Science
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A list or sample of the sustainability learning outcomes associated with degree, diploma or certificate programs (if not included in an inventory above):
The Environment Liberal Education requirement for undergraduate students include the following learning outcomes:
Environment Theme courses engage students in complex environmental issues. Finding solutions to these environmental issues will have students vigorously debating the myriad of solutions; weighing the costs with the benefits among alternative policies and practices; exploring the roles of science and technology; and learning to become involved, informed, and constructive citizens after graduation.
To satisfy the Environment Theme requirement, a course must meet these criteria:
The course raises environmental issues of major significance.
The course gives explicit attention to interrelationships between the natural environment and human society.
The course introduces the underlying scientific principles behind the environmental issues being examined
Students explore the limitations of technologies and the constraints of science on the public policy issues being considered.
Students learn how to identify and evaluate credible information concerning the environment.
Students demonstrate an understanding that solutions to environmental problems will only be sustained if they are consistent with the ethics and values of society.
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The website URL where information about the institution’s sustainability learning outcomes is available:
Data source(s) and notes about the submission:
Learning outcome data includes graduates from the past three years, with students only counted once, even if they received multiple degrees.
The reported quantity of all graduates includes those from any program, including both undergraduate and graduate degrees, while the number of students who have a learning outcome related to sustainability includes undergraduates and a small select number of graduates of graduate and professional programs due to limitations in our reporting of learning outcomes across the variety of colleges.
Graduate programs that have participated in developing learning outcomes are listed here: http://grad2.umn.edu/goals/example-statements.html For more information about graduate learning outcomes, please contact the responsible party. For a more extensive list of graduate programs related to sustainability, please refer to http://www.susteducation.umn.edu/
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.