| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 57.70 |
| Liaison | Joséanne Bélanger-Gravel |
| Submission Date | May 31, 2016 |
| Executive Letter | Download |
Polytechnique Montréal
AC-1: Academic Courses
| Status | Score | Responsible Party |
|---|---|---|
|
13.02 / 14.00 |
Jean-François
Desgroseilliers Sustainable Development Advisor Sustainable Development Office |
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Part 1
| Undergraduate | Graduate | |
| Total number of courses offered by the institution | 375 | 389 |
| Number of sustainability courses offered | 20 | 36 |
| Number of courses offered that include sustainability | 39 | 39 |
Percentage of courses that are sustainability course offerings:
17.54
Part 2
7
None
Number of academic departments (or the equivalent) that offer at least one sustainability course and/or course that includes sustainability (at any level):
7
Percentage of academic departments with sustainability course offerings:
100
Course Inventory
Do the figures reported above cover one, two, or three academic years?:
Three
A brief description of the methodology used to determine the total number of courses offered and to identify sustainability course offerings, including the definitions used and the process for reviewing and/or validating the course inventory :
The data consider courses that are available between Winter 2015 and Fall 2017. 5 criteria were selected when looking through the entire courses descriptions. To be considered as having sustainable development content, a course must cover at least one five learning objectives, listed below. These sustainable development learning objectives were chosen on the basis of an extensive literature review on education for sustainability in engineering schools and further to discussions held in a special sub-committee of Polytechnique's Studies Committee that reflects on integrating sustainability in the curriculum. The five learning objectives are:
- Acquiring a knowledge of sustainable development principles.
- Acquiring a knowledge of impacts of engineering on environment and society.
- Acquiring a knowledge of how to use clean technologies.
- Develop the ability to integrate sustainability tools or criteria when solving engineering problems.
- Develop the ability to involve stakeholders.
Courses regarding environmental engineering, renewable energy or green technologies were considered as sustainability courses, as they are central to the contribution that engineers can make to sustainability in their professional practice.
How were courses with multiple offerings or sections counted for the figures reported above?:
Each course was counted as a single course regardless of the number of offerings or sections
A brief description of how courses with multiple offerings or sections were counted (if different from the options outlined above):
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Are the following course types included in the inventory? :
| Yes (included) or No (not included) | |
| Internships | No |
| Practicums | No |
| Independent study | No |
| Special topics | No |
| Thesis / dissertation | No |
| Clinical | No |
| Physical education | No |
| Performance arts | No |
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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.