University of Texas at Austin
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
3.82 / 8.00 |
Jim
Walker Director of Sustainability, Financial, and Administrative Services University Operations |
"---"
indicates that no data was submitted for this field
Part 1. Institutional sustainability learning outcomes
Yes
Which of the following best describes the sustainability learning outcomes?:
Sustainability-supportive
A list of the institution level sustainability learning outcomes:
"Cultural Diversity Flag Learning Objectives
The following objectives were developed by the faculty committee that oversees the Cultural Diversity Flag.
1. Students will demonstrate an understanding of the complexity of the perspectives of at least one underrepresented cultural group in the United States.
2. Students will develop a historical understanding of at least one underrepresented cultural group in the United States.
3. Students will examine the forces that led to and maintain the underrepresented cultural group’s experience of persistent marginalization, and will identify systemic barriers to equality and inclusiveness.
--Students will examine the impact of privilege and power differentials in the U.S.
--Students will identify appropriate roles and responsibilities as members of society and informed decision-makers to minimize marginalization in the U.S.
4. Students will critically reflect on their respective cultural experiences and how those cultural experiences inform their worldviews, and will recognize different perspectives and worldviews from underrepresented cultural group(s) in the U.S., including those to which students may belong.
--Students will recognize areas of implicit bias in their respective experiences.
--Students will practice methods of communicating mutual understanding and respect across cultural groups.
--Students will apply diverse cultural perspectives in evaluating complex problems."
The following objectives were developed by the faculty committee that oversees the Cultural Diversity Flag.
1. Students will demonstrate an understanding of the complexity of the perspectives of at least one underrepresented cultural group in the United States.
2. Students will develop a historical understanding of at least one underrepresented cultural group in the United States.
3. Students will examine the forces that led to and maintain the underrepresented cultural group’s experience of persistent marginalization, and will identify systemic barriers to equality and inclusiveness.
--Students will examine the impact of privilege and power differentials in the U.S.
--Students will identify appropriate roles and responsibilities as members of society and informed decision-makers to minimize marginalization in the U.S.
4. Students will critically reflect on their respective cultural experiences and how those cultural experiences inform their worldviews, and will recognize different perspectives and worldviews from underrepresented cultural group(s) in the U.S., including those to which students may belong.
--Students will recognize areas of implicit bias in their respective experiences.
--Students will practice methods of communicating mutual understanding and respect across cultural groups.
--Students will apply diverse cultural perspectives in evaluating complex problems."
Part 2. Program-level sustainability learning outcomes
15,299
Number of graduates from degree programs that require an understanding of the concept of sustainability:
3,471
A brief description of how the figure above was determined:
University degree-granting programs were surveyed for documented learning outcome language that corresponded to the definitions for requiring an understanding of sustainability for 2019-20 (most recent year graduate data available).
A list of degree programs that require an understanding of the concept of sustainability:
Bachelor's ARCHITECTURAL STUDIES
Bachelor's ARCHITECTURE
Bachelor's INTERIOR DESIGN
Bachelor's AEROSPACE ENGINEERING
Bachelor's ARCHITECTURAL ENGINEERING
Bachelor's BIOMEDICAL ENGINEERING
Bachelor's CHEMICAL ENGINEERING
Bachelor's CIVIL ENGINEERING
Bachelor's ELECTRICAL ENGINEERING
Bachelor's ELECTRICAL ENGINEERING, COMPUTER ENGIN
Bachelor's ENVIRONMENTAL ENGINEERING
Bachelor's GEOSYSTEMS ENGINEERING &
Bachelor's MECHANICAL ENGINEERING
Bachelor's PETROLEUM ENGINEERING
Bachelor's ENVIRONMENTAL SCIENCE
Bachelor's AFRICAN AND AFRICAN DIASPORA STUDIES
Bachelor's GEOGRAPHY
Bachelor's HEALTH AND SOCIETY
Bachelor's INTERNATIONAL RELATIONS AND GOVERNMENT
Bachelor's MEXICAN AMERICAN AND LATINA/O STUDIES
Bachelor's SOCIOLOGY
Bachelor's SUSTAINABILITY STUDIES
Bachelor's URBAN STUDIES
Bachelor's WOMEN'S AND GENDER STUDIES
Bachelor's HUMAN DEVELOPMENT & FAMILY
Bachelor's PUBLIC HEALTH
Bachelor's TEXTILES & APPAREL:
Bachelor's NURSING
Bachelor's SOCIAL WORK
Master's ARCHITECTURE
Master's HISTORIC PRESERVATION
Master's INTERIOR DESIGN
Master's LANDSCAPE ARCHITECTURE
Master's COMMUNITY AND REGIONAL PLANNING
Master's SUSTAINABLE DESIGN
Master's CHEMICAL ENGINEERING
Master's CIVIL ENGINEERING
Master's ENVIRONMENTAL AND WATER ENGINEERING
Master's PETROLEUM ENGINEERING
Master's ENERGY AND EARTH RESOURCES
Master's LAW
Master's AFRICAN AND AFRICAN DIASPORA STUDIES
Master's GEOGRAPHY
Master's MEXICAN AMERICAN AND LATINA/O STUDIES
Master's MEXICAN AMERICAN STUDIES
Master's WOMEN'S AND GENDER STUDIES
Master's HEALTH CARE TRANSFORMATION
Master's MARINE SCIENCE
Master's GLOBAL POLICY STUDIES
Master's PUBLIC AFFAIRS
Master's SOCIAL WORK
Doctoral ARCHITECTURE
Doctoral COMMUNITY AND REGIONAL PLANNING
Doctoral CHEMICAL ENGINEERING
Doctoral CIVIL ENGINEERING
Doctoral PETROLEUM ENGINEERING
Doctoral AFRICAN AND AFRICAN DIASPORA STUDIES
Doctoral GEOGRAPHY
Doctoral MARINE SCIENCE
Doctoral PUBLIC POLICY
Doctoral SOCIAL WORK
Bachelor's ARCHITECTURE
Bachelor's INTERIOR DESIGN
Bachelor's AEROSPACE ENGINEERING
Bachelor's ARCHITECTURAL ENGINEERING
Bachelor's BIOMEDICAL ENGINEERING
Bachelor's CHEMICAL ENGINEERING
Bachelor's CIVIL ENGINEERING
Bachelor's ELECTRICAL ENGINEERING
Bachelor's ELECTRICAL ENGINEERING, COMPUTER ENGIN
Bachelor's ENVIRONMENTAL ENGINEERING
Bachelor's GEOSYSTEMS ENGINEERING &
Bachelor's MECHANICAL ENGINEERING
Bachelor's PETROLEUM ENGINEERING
Bachelor's ENVIRONMENTAL SCIENCE
Bachelor's AFRICAN AND AFRICAN DIASPORA STUDIES
Bachelor's GEOGRAPHY
Bachelor's HEALTH AND SOCIETY
Bachelor's INTERNATIONAL RELATIONS AND GOVERNMENT
Bachelor's MEXICAN AMERICAN AND LATINA/O STUDIES
Bachelor's SOCIOLOGY
Bachelor's SUSTAINABILITY STUDIES
Bachelor's URBAN STUDIES
Bachelor's WOMEN'S AND GENDER STUDIES
Bachelor's HUMAN DEVELOPMENT & FAMILY
Bachelor's PUBLIC HEALTH
Bachelor's TEXTILES & APPAREL:
Bachelor's NURSING
Bachelor's SOCIAL WORK
Master's ARCHITECTURE
Master's HISTORIC PRESERVATION
Master's INTERIOR DESIGN
Master's LANDSCAPE ARCHITECTURE
Master's COMMUNITY AND REGIONAL PLANNING
Master's SUSTAINABLE DESIGN
Master's CHEMICAL ENGINEERING
Master's CIVIL ENGINEERING
Master's ENVIRONMENTAL AND WATER ENGINEERING
Master's PETROLEUM ENGINEERING
Master's ENERGY AND EARTH RESOURCES
Master's LAW
Master's AFRICAN AND AFRICAN DIASPORA STUDIES
Master's GEOGRAPHY
Master's MEXICAN AMERICAN AND LATINA/O STUDIES
Master's MEXICAN AMERICAN STUDIES
Master's WOMEN'S AND GENDER STUDIES
Master's HEALTH CARE TRANSFORMATION
Master's MARINE SCIENCE
Master's GLOBAL POLICY STUDIES
Master's PUBLIC AFFAIRS
Master's SOCIAL WORK
Doctoral ARCHITECTURE
Doctoral COMMUNITY AND REGIONAL PLANNING
Doctoral CHEMICAL ENGINEERING
Doctoral CIVIL ENGINEERING
Doctoral PETROLEUM ENGINEERING
Doctoral AFRICAN AND AFRICAN DIASPORA STUDIES
Doctoral GEOGRAPHY
Doctoral MARINE SCIENCE
Doctoral PUBLIC POLICY
Doctoral SOCIAL WORK
Documentation supporting the figure reported above (upload):
---
Do the figures reported above cover one, two, or three academic years?:
One
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
22.69
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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.