|Submission Date||Feb. 27, 2015|
|3.00 / 3.00||
Director of the Sustainability Academic Program
Department of Geography
Part of GW’s Department of Geography in the Columbian College of Arts and Sciences, the environmental studies program offers coursework related to sustainability with an emphasis on the science of the environment. It includes a variety of offerings in the social sciences, physical and life sciences, and the humanities. The program serves as preparation for analyzing broad-based environmental and development policy, both domestically and internationally.
GW is among a select number of schools in the country that offers undergraduate programs for students seeking to enter the field of public health. The BS in Public Health at the Milken Institute School of Public Health allow students to develop a broad understanding of global health issues while gaining the practical experience needed to launch their careers. This program strives to prepare students for progressive independence, maturity, knowledge of the world, understanding of diverse inhabitants, and respect for their differing points of view. Graduates of the program develop skills to recognize the historical and societal associations of current trends in public health and health care delivery as well as in the causes and consequences of health inequity.
One of the social and behavioral sciences disciplines in the Columbian College of Arts and Sciences, GW’s geography program investigates how people in different places interact with the environment and how the environment influences their lives. Geography majors understand society and environmental dynamics, the significance of scale, the uneven distribution of resources and levels of development and the uses of geospatial techniques, including GIS and remote sensing. Faculty members are committed to excellence in teaching, scholarship and the application of geographic analysis through research opportunities, field courses and internships.
The Undergraduate Minor in Sustainability allows students to explore the challenges of sustainability and to think about how to develop solutions to pressing issues at the local, regional, and global scale. It introduces students to the concepts, principles, and issues that inform the sustainability paradigm and also integrates classroom and community-based learning and research in a program that prepares students to apply the sustainability perspective to their future endeavors.
This unique pan-university Sustainability Minor includes several innovative features such as a groundbreaking team-taught introductory course (SUST 1001 Introduction to Sustainability), with faculty from several schools participating, and an experiential learning component that will serve as a culminating experience for junior or senior students.
Civil and environmental engineering encompass the branches of engineering most closely related to the control and improvement of human environment and conditions of life. Civil and environmental engineering students usually enter careers related to construction of society's infrastructure, and to maintenance and cleanup of the natural environment.
The first two years of the civil and environmental engineering curriculum establish a foundation in computers, mathematics, physics, chemistry, and the humanities and social sciences. The third and fourth years narrow the focus to the professional education. In these years, studies include basic structural engineering, materials engineering, water resources, and environmental engineering.
This concentration in the Elliott School of International Affairs offers a multidisciplinary exploration of international environmental challenges by examining such issues as sustainable development in relation to the environment, climate change, energy and natural resources, and environmental security. Graduates of this concentration have the ability to analyze and understand international environmental challenges and their underlying causes, and the ways in which states, non-state actors, and the international community seek to address these challenges.
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.