| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 65.52 |
| Liaison | Andrew D'Amico |
| Submission Date | Feb. 28, 2018 |
| Executive Letter | Download |
Princeton University
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
2.38 / 8.00 |
Shana
Weber Director Office of Sustainability |
Total number of graduates from degree programs (i.e. majors, minors, concentrations, certificates, and other academic designations):
Number of students that graduate from programs that have adopted at least one sustainability learning outcome:
Percentage of students who graduate from programs that have adopted at least one sustainability learning outcome:
Do the figures reported above cover one, two, or three academic years?:
Does the institution specify sustainability learning outcomes at the institution level (e.g. covering all students)?:
Does the institution specify sustainability learning outcomes at the division level (e.g. covering particular schools or colleges within the institution)?:
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)?:
A list or brief description of the program level sustainability learning outcomes (or a list of sustainability-focused programs):
• Department of Ecology and Evolutionary Biology - this department takes a multi-dimensional approach to the study of ecology and evolutionary biology to unravel the mysteries of how animals, plants and microbes function, how they interact, and how they evolve in a changing world. One of the learning outcomes includes how to manage the world's biological heritage in order to achieve a sustainable future.
• Department of Geosciences- its stated mission is to understand Earth’s history and its future, the energy and resources required to support an increasing global population, and the challenge of sustainability in a changing climate.
• Department of Civil and Environmental Engineering - works on research problems that include the sustainability of the built and natural environments among others such as carbon mitigation and climate change; ecohydrology of water-limited ecosystems with a focus on sub-Saharan Africa; atmospheric chemistry and atmospheric dynamics; development of new environmental and structural sensor networks; and the biogeochemistry of wetlands and riparian environments.
• School of Engineering and Applied Sciences - At Princeton Engineering, we see engineering as science in the service of society. The department brings together people from across academic disciplines to apply science to problems related to energy, environment, health, sustainable development, security, and privacy
• Program in Science, Technology and Environmental Policy (STEP) - a doctoral program or a Master's degree certificate program that blends scientific knowledge and methods with social science and practitioner perspectives in ways that yield practical solutions to the major environmental and technological challenges facing the world today
• Program in Sustainable Energy - Students completing the program can expect to achieve:
1. An understanding of current energy resources, carriers, end users, technologies, and their impact on climate and environment.
2. The ability to quantitatively analyze, design, and develop innovative energy systems and technologies that support sustainable economic growth, energy security, biological diversity, and environmental harmony for life on Earth.
3. An understanding of Earth, global climate, and environmental change from the perspective of engineering, technology, economics, and policy.
• Program in Environmental Studies - learning outcomes include understanding the scientific, political, humanistic, and/or technological dimensions of environmental problems
• Program in Technology and Society – Energy Track - graduates who earn this certificate will be effective contributors to the shaping, development, and deployment of technological solutions to tackle the societal challenge of providing and using energy and natural resources in a sustainable way.
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)?:
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:
Data source(s) and notes about the submission:
The number of students who graduated from a program that has adopted at least one sustainability learning outcome also includes seniors who completed a sustainability-related thesis. See:
http://www.princeton.edu/pei/undergrads/certificate-program/thesis-titles/ http://dataspace.princeton.edu/jspui/
The number of students who graduated from a program that has adopted at least one sustainability learning outcome also includes seniors who completed a sustainability-related thesis. See:
http://www.princeton.edu/pei/undergrads/certificate-program/thesis-titles/ http://dataspace.princeton.edu/jspui/
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.