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  • AASHE-STARS

The Sustainability Tracking, Assessment & Rating System™ (STARS) is a transparent, self-reporting framework for colleges and universities to measure their sustainability performance.

Overall Rating Silver
Overall Score 50.31
Liaison Jamie Greiner
Submission Date Sept. 29, 2017
Executive Letter Download

STARS v2.1

University of Mount Union
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 3.33 / 8.00 Jamie Greiner
Sustainability and Campus Outreach Manager
Nature Center
"---" indicates that no data was submitted for this field

Total number of graduates from degree programs (i.e. majors, minors, concentrations, certificates, and other academic designations):
480

Number of students that graduate from programs that have adopted at least one sustainability learning outcome:
200

Percentage of students who graduate from programs that have adopted at least one sustainability learning outcome:
41.67

Do the figures reported above cover one, two, or three academic years?:
One

Does the institution specify sustainability learning outcomes at the institution level (e.g. covering all students)?:
Yes

Does the institution specify sustainability learning outcomes at the division level (e.g. covering particular schools or colleges within the institution)?:
No

A list or brief description of the institution level or division level sustainability learning outcomes:

Undergraduate Learning Goals

I. Core Abilities
A. Demonstrate an ability to acquire and assess information.
B. Demonstrate research skills (both quantitative and qualitative).
C. Develop ability to think critically.
D. Develop ability to think creatively.
E. Develop communication skills.

II. Foundational Knowledge and Integration
A. Acquire knowledge in the humanities, arts, and sciences.
B. Demonstrate the use of concepts and methods in the humanities, arts, and sciences.
C. Develop the ability to view the world from multiple disciplinary perspectives.
D. Integrate knowledge and techniques across multiple disciplines.

III. Preparation for Meaningful Work
A. Acquire discipline-specific knowledge and skills needed at a professional level.
B. Demonstrate use of discipline-specific knowledge and skills.
C. Integrate discipline-specific knowledge and abilities with multiple disciplinary perspectives.
D. Develop ability to collaborate with others to solve problems.

IV. Preparation for Fulfilling Lives
A. Acquire the tools for self development in order to assess and improve physical, social, emotional, intellectual and spiritual growth and wellness.
B. Find and cultivate intellectual pursuits.
C. Find and cultivate pursuits for personal enrichment.

V. Preparation for Responsible Citizenship
A. Develop knowledge and appreciation of the individual's culture and other cultures in a global context.
B. Understand and employ ethics within diverse cultural, social, professional, environmental, and personal settings.
C. Demonstrate civic engagement by active involvement in and beyond the classroom.


Does the institution specify sustainability learning outcomes at the program level (i.e. majors, minors, concentrations, degrees, diplomas, certificates, and other academic designations)?:
Yes

A list or brief description of the program level sustainability learning outcomes (or a list of sustainability-focused programs):

Selected sustainability related learning outcomes by program (also includes course learning outcomes):

ART
1) Analyze the visual characteristics of the natural and build environment and be able to explain the social, cultural, psychological, and environmental dimensions that influence the making of visual arts.
2) Respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought
3) Develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
4) Explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how time and place influence the visual characteristics of the artwork.
5) Compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines.
6) Advocate for the arts and actively participate in cultural aspects of society.

BIOLOGY
1) Provide students with an understanding of life as a process.
2) Build an appreciation of our biological relationship to the living world.

CHEMISTRY
1) Become well grounded in laws and theories of chemistry
2) Apply the laws and theories of chemistry to environmental problems
3) Recognize and apply the scientific method
4) Identify consequences of environmental policy and actions in a social context

ENGINEERING (Civil and Mechanical)
1) An 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
2) An ability to function on multidisciplinary teams
3) An understanding of professional and ethical responsibility
4) An ability to understand the impact of engineering solutions in a global, economic, environmental, and societal context

ENVIRONMENTAL SCIENCE
1) Develop a sense of community responsibility by becoming aware of scientific issues in the larger social context.
2) Students will demonstrate interpretative skills including the ability to analyze data statistically, assess reliability, interpret results and draw reasonable conclusions.
3) Students will become well grounded in laws and theories of chemistry by demonstrating and applying the scientific method, developing a synthetic strategy toward a target molecule and effective use of chemical literature.
4) Students will develop standards of professional behavior that include rules of ethics and etiquette.

GEOLOGY
1) Understand the significant interactions between human activities and the earth's physical processes

HISTORY
1) Develop knowledge and appreciation of the individual's culture and other cultures in a global context
2) Understand and employ ethics within diverse cultural, social, professional, environmental, and personal settings.

NURSING
1) Apply concepts and skills of leadership, management, quality improvement and patient safety in the delivery of high-quality therapeutic nursing interventions for individuals, families, groups, communities and populations.
2) Demonstrate global awareness of political, regulatory, financial, social, cultural and environmental issues and policies that influence healthcare health policies and the advancement of the nursing profession.
3) Use critical thinking to provide holistic nursing care across the lifespan in a variety of complex healthcare settings utilizing the nursing process to promote health, prevent diseases and maintain well-being for individuals, families, groups, communities and populations.
4) Accept responsibility and accountability for professional nursing practice including the inherent values of ethics, altruism, autonomy, human dignity, integrity and social justice.

PHILOSOPHY
1) Develop knowledge and appreciation of the individual's culture and other cultures in a global context.
2) Understand and employ ethics within diverse cultural, social, professional, environmental, and personal settings.
3) Demonstrate civic engagement by active involvement in and beyond the classroom.

PUBLIC HEALTH
1) Develop expertise in the five areas of public health: social and behavioral sciences, epidemiology, biostatistics, environmental health, and health services management and policy

SOCIOLOGY
1) Demonstrate ability to apply the sociological perspective, resulting in a deeper understanding of the relationship between personal experiences and the social world
2) Demonstrate an understanding of interrelationships among the humanities, arts, physical sciences, professional studies, and social sciences so as to make informed value commitments
3) Demonstrate ability to analyze public issues or problems, including things such as understanding the problem, recognizing the range of possible solutions, and assessing the resources available for addressing it.


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)?:
No

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:
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Based on 2017 graduates and Learning Goals and Course Descriptions on UMU website and information provided by Department Chairs. Information entered by Jamie Greiner

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.