| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 43.28 |
| Liaison | Adam Maurer |
| Submission Date | Dec. 18, 2017 |
| Executive Letter | Download |
South Seattle College
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
0.10 / 8.00 |
Adam
Maurer District Sustainability Coordinator 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:
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):
Learning outcomes of the Sustainable Building Science Technology include;
1. Understand all operation and systems unique to sustainable buildings (old and new).
2. Analyze, define and validate solutions.
3. Deliver industry specific solutions from analysis.
4. Utilize effective communication forum and techniques to facilitate all aspects of sustainable building management.
5. Develop and lead a team of various personalities and skills.
6. Work in a team and know how to collaborate, build functional work groups and take responsibility for outcomes.
7. Anticipate, identify, troubleshoot, analyze, and solve problems and lead a project.
8. Understand accounting, budgeting, real cost/return on investment, cost effectiveness and life cycle cost.
9. Measure, diagnose and understand building system interactions and summarize results in order to compare to standards or specifications.
10. Understand and analyze building profiles and identify opportunities for improving performance.
11. Calculate, develop and understand codes and standards for construction of sustainable energy efficient buildings.
12. Understand components and drive the process of quality construction including safe work environments, documentation, contractors/sub-contractors, building options and inspection.
13. Demonstrate working knowledge of building science, building physics, operating principles and their relationships to each other across disciplines.
14. Prepare project budget, cost estimate, cost benefit analysis.
15. Demonstrate proficiency with MS Word, Excel, PowerPointappropriate software programs for written communication, numerical calculation, and presentations; and other widely accepted software with specific intention of acquiring the ability to collect and analyze commonly available instruments, such as power analyzers, thermal imager, and HVAC equipment.
16. Create and maintain a professional environment based on values and ethics.
17. Use computer programs used in building industries and quality assurance to make fact based decisions.
Learning outcomes for the Landscape Horticulture pertinent to this credit include;
1) Consistently know and practice safety, environmental protection, workplace standards, work ethics, and leadership issues
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 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.