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  • AASHE-STARS

The Sustainability Tracking, Assessment & Rating System™ (STARS) is a transparent, self-reporting framework for colleges and universities to measure their sustainability performance.

Overall Rating Silver
Overall Score 54.45
Liaison Claudia Kent
Submission Date June 30, 2017
Executive Letter Download

STARS v2.1

Haverford College
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 0.82 / 8.00 Jesse Lytle
Chief of Staff
Office of the President
"---" indicates that no data was submitted for this field

Total number of graduates from degree programs (i.e. majors, minors, concentrations, certificates, and other academic designations):
294

Number of students that graduate from programs that have adopted at least one sustainability learning outcome:
30

Percentage of students who graduate from programs that have adopted at least one sustainability learning outcome:
10.20

Do the figures reported above cover one, two, or three academic years?:
One

Does the institution specify sustainability learning outcomes at the institution level (e.g. covering all students)?:
No

Does the institution specify sustainability learning outcomes at the division level (e.g. covering particular schools or colleges within the institution)?:
No

A list or brief description of the institution level or division level sustainability learning outcomes:
---

Does the institution specify sustainability learning outcomes at the program level (i.e. majors, minors, concentrations, degrees, diplomas, certificates, and other academic designations)?:
Yes

A list or brief description of the program level sustainability learning outcomes (or a list of sustainability-focused programs):

The Environmental Studies Interdisciplinary Minor learning goals:

Students will be able to identify and confront key environmental issues through a blend of multiple disciplines, including historical, cultural, economic, political, scientific and ethical modes of inquiry.
Students will develop good communication skills with particular aptitude for dialogue across and between multiple disciplines.
Students will collaborate on interdisciplinary group projects that relate to environmental issues and that reflect creativity and tangible research design and inquiry.

Geology (BMC) learning goals:
The integrated science of geology combines biology, chemistry and physics as they apply to the workings of Earth and other planets. Well-trained geoscientists are increasingly in demand to address the environmental challenges and natural resource limitations of the modern world. A central tenet for understanding and predicting Earth processes and environmental change is the ability to decipher past Earth history from geologic records. Thus the major in Geology includes study of the physics and chemistry of Earth materials and processes; the history of the Earth and its organisms; and the range of techniques used to investigate the past and present workings of the Earth system.

Anthropology learning goals:
The discipline of anthropology:
To understand the unique contribution that anthropology makes to the study of the social, and addresses the most pressing issues of our times.
To learn how to situate strange and familiar social practices and cultural categories in shifting and contingent historical, economic, and political formations and structures.
To recognize the impact of the position of the scholar in the production of knowledge.
To know the key figures in anthropology and their specific theoretical, methodological, and empirical contributions to the history and development of the discipline.
To understand key contemporary debates in the field and how older notions of race, culture, nation, and language have shaped recent theoretical innovations.
To be familiar with the subfields of the discipline (e.g., political and legal anthropology, medical anthropology, the anthropology of religion, environmental anthropology, etc.) and their contributions to knowledge.

Growth & Structure of Cities learning goal:
to understand the dynamic relationship of urban spatial organization and the built environment to politics, economics, cultures and societies.


Do course level sustainability learning outcomes contribute to the figure reported above (i.e. in the absence of program, division, or institution level learning outcomes)?:
No

A list or brief description of the course level sustainability learning outcomes and the programs for which the courses are required:
---

The website URL where information about the programs or initiatives is available:
---

Additional documentation to support the submission:
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As a liberal arts college with a strong emphasis on undergraduate research through disciplinary and interdisciplinary investigations, we emphasize using knowledge to improve society and put learning into action. Sustainability is a natural current through much of what we do, and is particularly highlighted in the Environmental Studies minor, the Growth and Structure of Cities major (at partner institution), Anthropology, and Geology (at partner institution). Although we do not have specific learning goals related to sustainability, detailed information about these programs can be found through the following links.
https://www.haverford.edu/environmental-studies
https://www.haverford.edu/anthropology
http://www.brynmawr.edu/cities/
http://www.brynmawr.edu/geology/

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.