| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 65.20 |
| Liaison | Susan Kidd |
| Submission Date | June 21, 2018 |
| Executive Letter | Download |
Agnes Scott College
AC-5: Immersive Experience
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 2.00 |
Elizabeth
Rowe Sustainability Fellow Center for Sustainability |
Does the institution offer at least one immersive, sustainability-focused educational study program that is one week or more in length?:
A brief description of the sustainability-focused immersive program(s) offered by the institution, including how each program addresses the social, economic, and environmental dimensions of sustainability:
As part of Agnes Scott’s core curriculum, SUMMIT, first-year students travel abroad for a week in March as part of their Global 102 course. Each section of this course has its own unique dynamic defined by the professor’s expertise and the section’s unique destination focus. Each year there are sustainability-designed Global 102 courses. For example in 2018, one section traveled to the Galapagos Islands. This course explored the intersection of science, culture, and politics in the Galapagos Islands. Students examined the conflicting interests of tourism, fishing, farming, cultural identity, wealth, science, and society as they all collide in this UNESCO World Heritage Site. Students had the opportunity to apply the knowledge they had learned by traveling to the islands in March, and then apply their experiences for the remainder of the course. Other examples of sustainability-focused Global 102 courses include:
• Croatia: Ecology, Environment, and the Transition to the European Union
• Manitoba: Human Rights and the Human Endeavor in the Sub-Arctic
• Iceland: Energy, Economics, and Gender Equity
• New Orleans: Race, Politics, Poverty, and Pollution
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:
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.