|Submission Date||Feb. 27, 2017|
|5.57 / 8.00||
University Sustainability Practices
EXAMPLES OF DIVISION LEVEL:
School of Sustainability -
Core Sustainability Competencies are outlined online and include:
- Systems Thinking: Analyzing how things relate to and affect one another in an holistic way
- Futures Thinking: Envisioning desirable and possible futures
- Values Thinking: Understanding how culture, tradition and values influences decisions
- Strategic Thinking: Developing a strategy or plan to achieve a particular vision
- Collaborative Competency: Working effectively with others to achieve a goal
Here are some examples:
Construction Engineering Undergraduate Program Objectives and Student Outcomes:
- Address sustainably the needs of society through the built environment.
- An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
Biomedical Engineering Program Student Outcome:
- An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
Sustainability Leadership Program Learning Outcomes:
- understanding of critical knowledge, approaches and tools at the interface of sustainability and leadership
- proficiency in applying solutions-based knowledge and tools for institutional development and change for sustainability
- ability to successfully lead institutional change and development toward sustainability
- proficiency in building and communicating cases for sustainability, including opportunities and challenges
- understanding of the emerging global sustainability context and proficiency in life-long learning in this rapidly evolving arena
Here are some examples:
The BAE in Elementary Education requires SCN 400: Sustainability Science for Teachers
- The course explores the challenges of sustaining human health and well-being on Earth due to human exploitation of natural resources. Seeks sustainable solutions through science, technology and society acting at global and local levels.
The BS in Nutrition (Food and Tourism Management) requires TDM 481: Sustainable Food Management in Tourism
- The course focuses on the fundamentals of sustainability, sustainable food systems, relationships between food and tourism, and the applications of sustainable food practices in different types of global tourism.
Institution Level Learning Outcomes
All undergraduate students at ASU must successfully complete 35 credit hours of approved General Studies courses. The requirement is intended to help students gain mastery of critical learning skills, investigate the traditional branches of knowledge, and develop the broad perspective that frees one to appreciate diversity and change across time, culture and national boundaries.
Critical learning skills include proficiency in the use of language, mathematics and quantitative methods as tools for acquiring, renewing, creating and communicating knowledge. A broad education includes an understanding of the methods and concerns of traditional branches of knowledge — the arts and humanities, the social sciences and the natural sciences. Developing perspective requires historical, global and cross-cultural examination of knowledge of all kinds.
The combination of General Studies requirements expose students to sustainability concepts and helps them develop the skills, perspectives, and knowledge needed to address sustainability challenges. Additionally, many of these learning outcomes tie to and support sustainability learning outcomes created by the School of Sustainability.
• Literacy and Critical Inquiry (L): Students develop the ability to reason critically and communicate using the medium of language. This ties to the sustainability collaborative competency, which is necessary to work effectively with others to achieve a goal.
• Mathematics (MA) and Computer/Statistics/Quantitative Applications (CS): Ensures the acquisition of essential skills in basic mathematics as well as real world problem solving and analysis. This ties to the sustainability systems thinking, futures thinking, and strategic thinking competencies since students will need to know how to analyze data, create models, and utilize software to address sustainability challenges.
• Humanities, Arts and Design (HU): Deepens the student’s awareness of the diversity of human societies and cultures. Students explore questions of human existence and meaning, the nature of thinking and knowing, with moral and aesthetic experience. This ties to the sustainability values thinking and collaborative competency given the importance of working effectively with others and understanding how culture, tradition and values influence decisions when working with sustainability challenges.
• Social-Behavioral Sciences (SB): Students learn scientific methods of inquiry and address the challenge of understanding the diverse nature of individuals and cultural groups who live together in a complex and evolving world. The forms of study may be cultural, economic, geographic, historical, linguistic, political, psychological or social. The courses in this area address the challenge of understanding the diverse natures of individuals and cultural groups who live together in a world of diminishing economic, linguistic, military, political and social distance.
• Natural Sciences, Quantitative and General with a Lab (SQ/SG): Helps students appreciate the scope and limitations of science and its contributions to society. Natural science areas of study include anthropology, astronomy, biology, biochemistry, chemistry, experimental psychology, geology, microbiology, physical geography, physics and plant biology. Knowledge of the methods of scientific inquiry and mastery of basic scientific principles and concepts are stressed, specifically in those that relate to matter and energy in living and nonliving systems. Public scientific literacy, critical for sound decisions on scientifically infused issues such as climate change, includes understanding of basic science concepts.
• Cultural Diversity in the United States (C): Promotes awareness and appreciation of cultural diversity within the contemporary United States through the study of the cultural, social, or scientific contributions of women and minority groups, examination or their experiences in the U.S., or exploration of successful or unsuccessful interactions between and among cultural groups. Awareness of cultural diversity and its multiple sources can illuminate the collective past, present and future.
• Global Awareness (G): Recognizes the need for an understanding of the values, elements, and social processes of cultures other than the culture of the United States. This is particularly important to address sustainability challenges.
• Historical Awareness (H): Produce intercultural understanding by tracing cultural differences to origins in the past and helps students learn from the past to make a better, more well-informed decisions in the present and the future. This ties to the sustainability futures thinking competency as students envision desirable and possible futures.
2015-2016 = 21,986 (Undergraduate and Graduate)
15,297 (70%) of the 21,986 degree completions were undergraduate students that successfully completed ASU’s General Studies requirements.
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 and complete the Data Inquiry Form.
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 and complete the Data Inquiry Form.