| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 38.93 |
| Liaison | Veronica Johnson |
| Submission Date | May 10, 2018 |
| Executive Letter | Download |
Southwestern University
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
6.76 / 8.00 |
Keara
Hudler Student Sustainability Coordinator Environmental Studies |
"---"
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):
304
Number of students that graduate from programs that have adopted at least one sustainability learning outcome:
257
Percentage of students who graduate from programs that have adopted at least one sustainability learning outcome:
84.54
Do the figures reported above cover one, two, or three academic years?:
One
Institution and Division Level Learning Outcomes
No
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:
---
Program Level Learning Outcomes
Yes
A list or brief description of the program level sustainability learning outcomes (or a list of sustainability-focused programs):
Environmental Studies Interdisciplinary Program Goals and Learning Outcomes
1. Goal
To develop in students a level of scientific literacy that allows them to be intelligent readers, users, and communicators of scientific principles related to environmental issues.
Learning Outcomes
1a. Students will accurately apply scientific concepts appropriate to environmental topics under consideration.
2. Goal
To develop in students an understanding of the human (eg. social, cultural, historical, religious, political, economic, artistic, etc.) dimensions of environmental issues.
Learning Outcomes
2a. Students will demonstrate knowledge of a range of social, cultural, historical, religious, political, economic, artistic and literary dimensions of environmental issues.
2b. Students will identify and analyze in depth the significant and multi-faceted human dimensions of one particular environmental issue
3. Goal
To develop in students an understanding of public policy related to environmental concerns.
Learning Outcomes
3a. Students will demonstrate a basic knowledge of major U.S. environmental policies and statutes.
3b. Students will demonstrate an interdisciplinary understanding of the formulation and implementation of major U.S. environmental policies and statutes
4. Goal
To develop in students an understanding of environmental justice, or the intersection of
environmental issues, social difference, and inequality
Learning Outcomes
4a. Students will demonstrate knowledge of the relationship between social difference and inequality as they relate to environmental issues.
5. Goal
To develop in students an introductory working understanding of Geographic Information Systems and its applications to environmental analysis.
Learning Outcomes
5a. Students will demonstrate the knowledge of how GIS is used to perform environmental analysis.
5b. Students will manipulate, query, analyze, communicate and visualize data spatially.
6. Goal
To develop in students the capacity to integrate multiple disciplinary perspectives and effectively communicate arguments and concepts related to environmental issues
Learning Outcomes
6a. Students will critically evaluate the credibility of sources.
6b. Students will integrate multiple disciplinary perspectives in investigation, analysis, and interpretation of environmental issues.
6c. Students will demonstrate oral and written communication skills about concepts and arguments related to environmental issues.
Course 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:
---
Optional Fields
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.