| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 53.50 |
| Liaison | Amy Kadrie |
| Submission Date | Jan. 31, 2019 |
| Executive Letter | Download |
University of Rochester
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
1.06 / 8.00 |
Karen
Berger Ph.D. Earth and Environmental Sciences |
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:
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):
Biomedical Engineering, B.S., minor, Students should have knowledge of fundamental methods of engineering design and be able to apply design principles to solve problems in medicine and biology, within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
Chemical Engineering, B.S., minor, 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. The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
Ecology and Evolutionary Biology, B.A. An emphasis in this program is the
integration of behavioral, ecological, molecular, and genetic methods to investigate ecological and evolutionary questions.
Environmental Engineering, minor, The objective of the minor program is to provide students with core technical proficiency in environmental engineering analysis.
Environmental Geology, minor, The environmental geology minor is intended especially for natural-science and social-science concentrators who are planning on further study or employment in environmental fields.
Environmental Health, B.S. Understand how anthropogenic and environmental factors contribute to human exposure to environmental toxins and pathogens. Integrate multiple disciplines to enhance understanding of environmental health exposures and their consequences, and to support appropriate analysis and problem solving. Appreciate the social, economic, and cultural contributors to the creation and resolution of environmental health problems.
Environmental Humanities, minor. Investigate how culture, history and imagination shape our understandings of ecological issues, and to interrogate how environmental problems and solutions have been narrated, defined, identified and framed.
Environmental Science, B.S. Provide students with a strong foundation in the natural sciences and mathematics, a broad background in Earth sciences, as well as the strong analytical, quantitative, and communication skills needed to solve problems related to Earth systems and resources.
Environmental Studies, B.A. Designed to guide students who have interests in environmental management.
Health, Behavior, and Society, B.A., minor, Understand that psychological and behavioral factors affect human health, and interact with surrounding economic and environmental conditions.
Sustainability minor, The goal of the minor is to provide a curriculum that encourages students to learn to communicate and to solve problems of societal relevance that straddle disciplinary boundaries in sustainability and global change.
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:
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
Number of students graduating from individual majors from RC only at https://www.rochester.edu/provost/ir/factbooks/current.html
Number of students graduating from individual majors from RC only at https://www.rochester.edu/provost/ir/factbooks/current.html
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.