University of Oregon
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
3.82 / 8.00 |
Sarah
Stoeckl Assistant Director 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:
UO undergraduates must take a core general education requirement in US: Difference, Inequality, Agency (US). These courses will develop students’ analytical and reflective capacities to help them understand and ethically respond to the ongoing cultural, economic, political, and social power imbalances that have shaped and continue to shape the United States. In addition, this study may also include the relationship of the United States to other regions of the world. Each course will include scholarship, cultural production, perspectives, and voices from members of communities historically marginalized by these legacies of inequality.
They also take a general education requirement in Global Perspectives: Global Perspectives (GP) courses will foster student encounters with and critical reflection on cultures, identities, and ways of being in global contexts. Each course will include substantial scholarship, cultural production, a variety of perspectives, and proximity to voices from members of communities under study, as sources permit.
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:
The number of graduates is from AY 2021-22 for the degree programs listed below. The data was gathered in collaboration with the Office of the Provost's Teaching Engagement Program who provided a comprehensive list of majors and their reported learning outcomes. Office of Sustainability staff reviewed the learning outcomes for those that required a understanding of the concept of sustainability, in addition to researching ones that had an applicable required class. TEP then confirmed the number of graduates in the identified majors that matched this credit as well as the total number of graduates with the Office of Institutional Research. This number does not reflect undergraduate minors (such as graduates of our Sustainable Business or Food Studies minors), nor does it capture our Environmental Studies PhD graduates, the majority of whom are based in "home" departments such as English or Geography.
A list of degree programs that require an understanding of the concept of sustainability:
The following majors require at least one course related to sustainability and/or have a sustainability learning outcome required for graduation:
• Environmental and Natural Resources Law (graduate/JD)
• Architecture (baccalaureate and master)
• Landscape Architecture (baccalaureate and master)
• Interior Architecture (baccalaureate and master)
• Environmental Studies (baccalaureate and master)
• Environmental Science (baccalaureate)
• Geography (baccalaureate and master)
• Earth Sciences (baccalaureate)
• Environmental Science, Studies, and Policy (doctorate)
• Sustainable MBA (MBA)
• Sociology (baccalaureate)
• Biology (baccalaureate)
• Business Administration (baccalaureate)
• Marine Biology (baccalaureate)
• Sports Product Management (MS)
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:
Data on number of graduates from relevant degree programs came from Austin Hocker in the Teaching Engagement Program in the Office of the Provost, in collaboration with the Office of Institutional Research. TEP also provided the comprehensive list of learning outcomes from which the list of pertinent programs was derived, in addition to confirming required relevant courses for a few programs.
Data on number of graduates from relevant degree programs came from Austin Hocker in the Teaching Engagement Program in the Office of the Provost, in collaboration with the Office of Institutional Research. TEP also provided the comprehensive list of learning outcomes from which the list of pertinent programs was derived, in addition to confirming required relevant courses for a few programs.
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.