Appalachian State University
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
6.53 / 8.00 |
Jim
Dees Data and Assessment Specialist Office of Sustailability |
Has the institution adopted one or more sustainability learning outcomes that apply to the entire student body or, at minimum, to the institution's predominant student body?:
Which of the following best describes the sustainability learning outcomes?:
A list of the institution level sustainability learning outcomes:
All Appalachian State students both graduate level and undergraduate level are subject to Appalachian State University’s QEP, the focus thereof is global learning. “Students will engage in diverse experiences at home and abroad to increase their knowledge of global issues, regions, and cultures; improve their intercultural skills, and develop attitudes that cultivate global citizenship.”
Undergraduate:
A degree from Appalachian State University begins with the General Education Program. General education at Appalachian is anchored in the ideals and practices of liberal education and aims to prepare students to fulfill the responsibilities and meet the challenges presented by a changing world.
The four general education goals of the university are (1) thinking critically and creatively, (2) communicating effectively, (3) making local to global connections, and (4) understanding responsibilities of community membership.
Of these, Making Local to Global Connections has the following rationale:
"Appalachian State University is both in and of the southern Appalachian region, and it is also part of a world that is globally connected. Life in the twenty-first century requires an understanding of the connections and multi-layered interactions among diverse local and global human cultures, as well as between humans and the natural and physical environments. In this context, the general education program helps to cultivate an active understanding of global change and the effect of human agency on both natural and cultural environments. Students should understand the importance of biodiversity, ecological integrity, and the need to achieve sustainable benefits for communities. Knowledge of other cultures, diverse cultural frames of reference, and alternative perspectives are essential to thinking critically and creatively and to understanding the responsibilities of membership in local, regional, and global communities. The cultivation and maintenance of intercultural relationships require active cultural understanding, which is achieved by exploring multiple strategies for interacting with other peoples and cultures."
From the current General Education Program plan:
(https://universitycollege.appstate.edu/programs/general-education-program/program-goals)
I. Thinking Critically & Creatively
II. Communicating Effectively
III. Making Local to Global Connections
IV. Understanding Responsibilities of Community Membership
Student Learning Outcomes from Section III (Making Local to Global Connections)
Global Self Awareness: Students will evaluate the effect of human agency on natural and cultural environments. (Local to Global)
Consequences of Global Change: Students will evaluate the effect of global change on local natural and cultural environments. (Global to Local)
Systemic Drivers of Global Change: Students will evaluate systemic factors as drivers of global change in order to advocate for appropriate responses.
Ecological Integrity and Sustainability: Students will demonstrate the importance of ecological integrity, from local to global scales, as essential life support for sustainable communities.
Cultural Diversity: Students will demonstrate their knowledge of other cultures, worldviews, and frames of reference to contextualize local and global issues.
Cultural Interaction: Students will integrate diverse perspectives to demonstrate an appreciation of the complexities of cultural interactions.
The following rubric is intended for institutional-level use in evaluating and discussing student learning (as it relates to Section III.), not for grading:
Student Learning Outcomes from Section IV (Understanding Responsibilities of Community Membership)
Civic Literacy: Students will evaluate knowledge from their academic experiences to inform their civic engagement.
Civic Identity and Engagement: Students will thoroughly reflect on their own civic-engagement activities as they relate to their sense of civic identity.
Civil Communication: Students will engage in civil and reasoned discourse.
Ethical Self-Awareness: Students will reflect on their own core beliefs in relation to complex ethical issues.
Ethical Application: Students will apply ethical concepts to an ethical question.
Perspectives of Others: Students will contextualize personal experiences with diverse cultures, communities, or perspectives and demonstrate the ability to act supportively.
The following rubric is intended for institutional-level use in evaluating and discussing student learning (as it relates to Section IV.), not for grading:
Total number of graduates from degree programs:
Number of graduates from degree programs that require an understanding of the concept of sustainability:
A brief description of how the figure above was determined:
total graduates from IRAP page: https://analytics.appstate.edu/dash_degrees_public
The IRAP site (above) was used to find:
The total number of graduates from sustainability-focused programs (337) - see attached tally sheet.
A list of degree programs that require an understanding of the concept of sustainability:
Undergraduate Programs (AC3):
Sustainable Development (BA/BS)
Sustainable Technology (BSTE)
-- Building Science (included in STBE)
Minors (AC3):
Appalachian Studies (Interdisciplinary Studies)
Global Studies (Interdisciplinary Studies)
Sustainable Business (Management)
Sustainable Development (Sustainable Development)
Building Science (Sustainable Technology and Built Environment)
Sustainable Technology (Sustainable Technology and Built Environment)
Somatic Sustainability (Theatre and Dance)
Graduate and Certificate Programs (AC4):
Technology (included in STBE)
Photovoltaics Certificate (new 2022-23)
Climate Change Graduate Certificate
Appalachian Studies - Sustainability Certificate
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
Website URL where information about the sustainability learning outcomes is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
Academic year 2022-23
Total: 5,133
Bachelor’s: 4,005
Certificate: 52
Master’s: 791
Doctoral: 20
EdS: 18
All undergraduates are subject to the QEP learning outcomes (note: does not apply... for the record: total undergraduates 4,005 less the SD and BSTE undergraduates included in the sustainability-focused programs above = undergraduates 3,763).
At this time, we do not have access to total graduates from programs with sustainability-focused course requirements (0).
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.