|Submission Date||Sept. 12, 2011|
Assistant Director of Administrative Communications
Office of the President
By establishing the School of Global Environmental Sustainability at CSU, the administration made a formal commitment that "Every student will have a transcriptable experience (course, seminar, field experience, internship) related to environmental studies before graduating from CSU."
CSU is dedicated to graduating the most environmentally literate population of students, and the most well-prepared students in environmentally related majors, in the country. The school included the following goals for every student on campus:
• Every department offers a course that relates to environmental studies.
• The number of courses, concentrations, certificate programs, minors, and majors related to environmental studies at CSU dramatically increases.
• Every undergraduate program of study has the ability to incorporate a concentration, certificate program or minor in environmental studies, without exceeding COF credit limits.
• Every qualified and interested student at CSU has access to experiential learning opportunities (field work, internships, undergraduate research, service learning, etc.) during their undergraduate career.
Colleges and departments outside of SoGES frequently incorporate sustainability learning outcomes into their curriculum. A full description of learning outcomes is available for each department through the course catalog. The following provides examples of learning outcomes which ensure that students are prepared to think critically and engage with contemporary issues around sustainability and the environment.
Environmental Horticulture: "Management and leadership skills necessary for a successful career in the green industry. Technical competencies in their understanding of growth and development of horticultural plants and landscapes, including development as influenced by manipulation of horticulture technologies, such as fertility and water management, and integrated pest management for all aspects of landscape horticulture. Skills to assess site issues, provide creative environmentally sound solutions and manage designed and built landscapes"
"The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. A knowledge of contemporary issues. An understanding of professional and ethical responsibility. A recognition of the need for, and an ability to engage in, life-long learning."
Agricultural and Resource Economics:
"Successful [graduating] students will demonstrate...an ability to solve real world problems beyond the pedagogical context. Students will be able to identify a problem and its scope, evaluate resources available to address the problem, formulate alternative solutions, and select the solution(s) most consistent with a stated objective."
Colleges may also have college-wide learning objectives or course requirements. For example, all students in the College of Business are required to take "global and cultural awareness" and "social, regulatory and ethical issues in business." Consistent with the learning outcome - "Develop and demonstrate an understanding for the unique opportunities and challenges associated with global business practices."
Additional Learning Outcomes can be found under specific programs such as;
The Global Social Sustainable Enterprise program; http://www.biz.colostate.edu/gsse/Pages/LearningGoals.aspx
Systems Engineering: http://www.learn.colostate.edu/degrees/systems-engineering/
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.