|Submission Date||March 1, 2019|
Wentworth Institute of Technology
AC-2: Learning Outcomes
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:
Wentworth's student learning goals include the following:
• Recognize and apply concepts of ethical behavior to personal and public issues
• Explain the sustainable use of human, physical, and economic resources
• Recognize and identify historical and contemporary societal and global issues
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):
While information was not available for all programs, a selection of programs with sustainability learning outcomes is provided below.
The Engineering Program (Computer Science Engineering, Electrical Engineering, Mechanical Engineering, Biomedical Engineering, Civil Engineering, and Interdisciplinary Engineering) include sustainability learning outcomes:
ABET (Accreditation Board for Engineering and Technology) Criteria:
(c) 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.
(h) Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
ASCE (American Society of Civil Engineers) Code of Ethics:
Canon 1: Engineers shall hold paramount the safety, health and welfare of the public and shall strive to comply with the principles of sustainable development in the performance of their professional duties.
NAAB (National Architecture Accreditation Board):
Wentworth's Interim report to NAAB included the following - "Environmental responsiveness Sustainability is a core value and theme, woven throughout the curriculum. Studios and co-requisite courses build students’ knowledge base from a qualitative understanding of environmentally responsive design in the foundation years to a more detailed and quantitative ability in the later years. Several courses in the third year focus intensively on this subject. The fourth year Comprehensive Design studio requires students to translate this knowledge into highly resolved building systems and assemblies. Thesis preparation seminars introduce readings on sustainability, and students often choose the topic as part of their research. Sustainability is a recurrent theme in the thesis studio as well, where it has become a major topic and guiding principle for numerous thesis projects. In addition, all design studio syllabi include the following statement: “Studio projects shall be designed in a socially and environmentally responsible manner. All projects should demonstrate the manner by which they reduce dependencies on non-renewable resources.” (Team Room: Course Syllabus template)"
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:
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 and complete the Data Inquiry Form.