| Overall Rating | Gold |
|---|---|
| Overall Score | 66.09 |
| Liaison | Elizabeth Drake |
| Submission Date | March 3, 2023 |
Swarthmore College
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
1.55 / 8.00 |
E. Carr
Everbach Professor of Engineering Engineering |
"---"
indicates that no data was submitted for this field
Part 1. Institutional sustainability learning outcomes
No
Which of the following best describes the sustainability learning outcomes?:
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A list of the institution level sustainability learning outcomes:
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Part 2. Program-level sustainability learning outcomes
1,164
Number of graduates from degree programs that require an understanding of the concept of sustainability:
226
A brief description of how the figure above was determined:
The number above was taken from adding up the major and minor count from each of the departments below, for each year, then summing to get the total number of graduates.
A list of degree programs that require an understanding of the concept of sustainability:
ENVS: Learning outcomes of the Environmental Studies Program at Swarthmore include the following:
-Students are challenged to tell informed stories that illuminate the human dimension of environmental issues and acknowledge their own position in relation to those issues.
-Students will demonstrate discipline-specific analytic skills across at least two fields, including the ability to compare and contrast alternative policies and solutions
-Students will learn to apply tools and concepts to analyze complex environmental problems and overcome the practical challenges of resolving them.
-Tell informed stories that illuminate the human dimension of environmental issues and acknowledge their own position in relation to those issues;
-Demonstrate discipline-specific analytic skills across at least two fields, including the ability to compare and contrast alternative policies and solutions, in order to contribute to interdisciplinary problem-solving;
-Apply multiple tools and concepts to analyze complex environmental problems and overcome the practical challenges of resolving them.
ENGR: Consider scientific, technological, ethical, societal, political, and/or environmental issues in a local or global context.
STUA: By strengthening their observational drawing skills and recognition of the complexities and continual rearrangement of design elements (i.e. line, shape, rhythm, color, space, volume, etc.), students will be better able to critically understand the visual structure of objects and scenes, particularly in works of art. Students will be introduced to a wide array of materials and methods. These will include traditional and historical practices as well as those more contemporary and innovative. Special attention will be paid to safe and environmentally responsible practices.
ASIA: The Past, the Present, and the Future. The student should be aware of modern/contemporary or pre-modern formations (depending upon the student’s scholarly focus) within the Asian traditions they study, with the idea that one cannot never really understand the present without more than cursory knowledge of the past, and also that one cannot study the past without a scholarly awareness of the present forms of political, economic, social, environmental, or religious formations at the center of a student’s project in Asian Studies.
CHEM: Chemical safety and environmental stewardship. Students will demonstrate the ability to conduct laboratory work in a manner that is safe and that follows proper practices for the disposal of chemical waste. Students will also develop an awareness of the broader societal and environmental impact of chemical practice.
GLBL:
-To gain familiarity with processes of globalization, historical and contemporary.
-To understand interdisciplinary or transdisciplinary approaches to globally shared issues, processes and interactions which affect peoples, institutions, structures, and our planet.
-Students are challenged to tell informed stories that illuminate the human dimension of environmental issues and acknowledge their own position in relation to those issues.
-Students will demonstrate discipline-specific analytic skills across at least two fields, including the ability to compare and contrast alternative policies and solutions
-Students will learn to apply tools and concepts to analyze complex environmental problems and overcome the practical challenges of resolving them.
-Tell informed stories that illuminate the human dimension of environmental issues and acknowledge their own position in relation to those issues;
-Demonstrate discipline-specific analytic skills across at least two fields, including the ability to compare and contrast alternative policies and solutions, in order to contribute to interdisciplinary problem-solving;
-Apply multiple tools and concepts to analyze complex environmental problems and overcome the practical challenges of resolving them.
ENGR: Consider scientific, technological, ethical, societal, political, and/or environmental issues in a local or global context.
STUA: By strengthening their observational drawing skills and recognition of the complexities and continual rearrangement of design elements (i.e. line, shape, rhythm, color, space, volume, etc.), students will be better able to critically understand the visual structure of objects and scenes, particularly in works of art. Students will be introduced to a wide array of materials and methods. These will include traditional and historical practices as well as those more contemporary and innovative. Special attention will be paid to safe and environmentally responsible practices.
ASIA: The Past, the Present, and the Future. The student should be aware of modern/contemporary or pre-modern formations (depending upon the student’s scholarly focus) within the Asian traditions they study, with the idea that one cannot never really understand the present without more than cursory knowledge of the past, and also that one cannot study the past without a scholarly awareness of the present forms of political, economic, social, environmental, or religious formations at the center of a student’s project in Asian Studies.
CHEM: Chemical safety and environmental stewardship. Students will demonstrate the ability to conduct laboratory work in a manner that is safe and that follows proper practices for the disposal of chemical waste. Students will also develop an awareness of the broader societal and environmental impact of chemical practice.
GLBL:
-To gain familiarity with processes of globalization, historical and contemporary.
-To understand interdisciplinary or transdisciplinary approaches to globally shared issues, processes and interactions which affect peoples, institutions, structures, and our planet.
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
Three
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
19.42
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
Data are for graduation years 2020, 2021 and 2022. https://www.swarthmore.edu/institutional-research/common-data-set
https://www.swarthmore.edu/assessment/goals-student-learning
https://www.swarthmore.edu/assessment/goals-student-learning
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.