| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 67.83 |
| Liaison | Andrew Porter |
| Submission Date | March 10, 2017 |
| Executive Letter | Download |
University of Cincinnati
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
6.19 / 8.00 |
Daniel
Hart Sustainability Coordinator Planning + Design + Construction |
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:
The list includes every undergraduate program available to UC students, as each is subject to the General Education Core. The General Education Core has a firm foundation in UC’s Academic Plan, to reaffirm liberal education as the core to preparing students as life-long learners. Our General Education course requirements are purposefully designed to strengthen four important learning outcomes or competencies throughout the student’s progress toward their degree. Undergraduate courses at the University of Cincinnati promote development of four Baccalaureate Competencies: 1) Critical thinking - Analysis, synthesis, and evaluation of information and ideas from multiple perspectives, 2) Effective communication - Analysis, synthesis, and evaluation of information and ideas from multiple perspectives, 3) Knowledge integration - Fusion of information and concepts from multiple disciplines.
Our fourth core competency is Social responsibility. We define this way:
Social Responsibility is the ability to apply knowledge and skills gained through the undergraduate experience for the advancement of society.
Attention and service to the world at large is characteristic of a socially accountable, well-educated individual. One goal of the General Education Core is to introduce a student to historical ethical reasoning, ecological literacy, contemporary social, ethical, and sustainability issues, and to promote knowledge, skills, and attitudes that encourage responsible stewardship and civic engagement.
For information see the following link. http://www.uc.edu/gened/competencies.html
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):
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:
Assumes all undergrads. Uses # of undergrads from the 2016 Fact Book. Does not include graduate programs--which may in fact have individual program-level learning outcomes related to sustainability
Assumes all undergrads. Uses # of undergrads from the 2016 Fact Book. Does not include graduate programs--which may in fact have individual program-level learning outcomes related to sustainability
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.