| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 65.21 |
| Liaison | Gary Cocke |
| Submission Date | Sept. 11, 2019 |
| Executive Letter | Download |
The University of Texas at Dallas
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
3.98 / 8.00 |
Gary
Cocke Sustainability Director Office of Sustainability |
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:
Sustainability is the lens through which student learning is assessed at the institutional level with the Comets to the Core Program. In the 2018-2019 academic year, student learning was assessed based on their collaborative, interdisciplinary projects that address SDG 1 - End Poverty and in 2018 students worked on projects related to the water crisis.
Comets has adopted the learning outcome that students should be able to identify the social, political, environmental, and economic components of a complex world problem, and will provide a solution that addresses sustainability in each of these areas.
Student Outcomes on a Divisional level:
One broad goal for the Erik Jonsson School is to provide an excellent education for our students. Within a few years after graduation, graduates of the Engineering Program(s) should:
Be on a successful career path as competent professionals in their chosen field or by pursuing advanced study.
Serve their professional roles in a responsible and ethical manner to meet the needs of engineering and society.
Be effective contributors or leaders in professional settings, including contributions to multidisciplinary teams.
Actively pursue life-long learning through advanced education, self-study, professional development, etc.
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):
The attached inventory has been updated and edited according to feedback from STARS Reviewers. Tab 1 shows the original spreadsheet and tab 2 shows the updated spreadsheet. Several learning outcomes were removed due to a focus on only social sustainability within the field.
See Attached Inventory and notes section for methodology. Programs with identified sustainability learning outcomes are highlighted yellow and AY 19 graduates that were not covered by institution level learning outcomes are given in column B.
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:
The attached Program Level Learning Outcome inventory has been updated and edited according to feedback from STARS Reviewers. Tab 1 shows the original spreadsheet and tab 2 shows the updated spreadsheet. Several learning outcomes were removed due to a focus on only social sustainability within the field.
Data from Academic Year 2018-2019
Since Comets to the Core is for incoming freshmen, all non-transfer undergraduate students are counted. Transfer students and graduate students from programs with listed program-level learning outcomes are then counted.
First Time In College Graduates - 2119
Non-FTIC Garduates with Program-level learning outcomes - 1985
Total graduates with sustainability learning outcome - 4104
Total Graduates AY 19 - 8256
The attached Program Level Learning Outcome inventory has been updated and edited according to feedback from STARS Reviewers. Tab 1 shows the original spreadsheet and tab 2 shows the updated spreadsheet. Several learning outcomes were removed due to a focus on only social sustainability within the field.
Data from Academic Year 2018-2019
Since Comets to the Core is for incoming freshmen, all non-transfer undergraduate students are counted. Transfer students and graduate students from programs with listed program-level learning outcomes are then counted.
First Time In College Graduates - 2119
Non-FTIC Garduates with Program-level learning outcomes - 1985
Total graduates with sustainability learning outcome - 4104
Total Graduates AY 19 - 8256
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.