Log In

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 57.03
Liaison Heather Lynch
Submission Date Oct. 4, 2017
Executive Letter Download

STARS v2.1

Saint Michael's College
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 1.21 / 8.00 Heather Lynch
Director of Sustainability
Academic Affairs
"---" 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):

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):

A grasp of the economies of other countries and regions, including an understanding of global trends in long-term economic growth, sustainable development, poverty, and inequality. This understanding should be grounded in their unique historical and institutional settings.

1) The identification, characterization, and analysis of key environmental topics and issues, with particular attention to contemporary environmental problems and their solutions. All ES majors will be taught essential critical thinking and interpretive skills to develop a basic working understanding of such topics as: the science, economics, and cultural challenges of climate change; water and energy; sustainable agriculture and food systems; environmental justice; environmental policy; and population growth and demographic patterns. Students will also be introduced to a range of environmental ethics, spiritual practices, cultural values, and models of engaged citizenship that contributes to our understanding of and response to environmental issues.

2) Professional practices. All ES majors are expected to demonstrate professional preparedness. Although these skills may be developed individually (through, for example, an internship, practicum, GIS course, independent study, student-faculty research, and so on), all students will be trained in oral communication and public presentation; environmental communication; technical and scholarly writing; research methods; and résumé-building.

3) Reflection, contextualization, and connection. All ES majors are asked to engage in the “deep thinking” that is aligned with competencies and skills and that is necessary for the cultural and global movement toward more sustainable living practices. Whether discussing the science of GMOs, regional water rights, or the Catholic concept of “sacramental” nature, students are encouraged to consider the role of creativity and philosophy (epistemology and ontology, broadly speaking) in all environmental undertakings.

When you major in Sociology and Anthropology at Saint Michael's, you gain an understanding of the complexities of social life through reading, discussion, and research. Sociology and Anthropology work is conducted in the real world of ghettos, workplaces, soup kitchens, hospitals, corporations, stadiums and homes - as well as in the classrooms, library and computer labs on campus. Such study is how the wisdom of these extraordinary fields is brought to bear on understanding ourselves and our relationship to society.

Learning Outcomes/Key Concepts Covered in Major:
• The distribution of power and wealth - social classes, from the homeless to the extreme rich, from Guatemala to the Bronx
• Gender and social relations - social construction of masculinity and femininity, gender specialization, inequalities
• The basis of social cohesion - social integration, shared values, agreements
• The dynamics of global population change - fertility, mortality, population growth
• Modern-day cultures of the world, including Nepal, Africa, India, Australia, Europe, Japan
• Cross-cultural thinking - conceptions of the self, mind, body, emotions and what is considered "normal"
• Cross-cultural conceptions of religion, God, the divine, spirituality.
• The role of symbols in our social lives, including in non-verbal communication
• The sub-cultures of gangs and other marginalized groups - why do some groups get labeled as deviant? Why are some emulated and others scorned?
• Forces of social and cultural change - the role of industrialization, democracy, human rights. Courses cover environmental issues as a force.
• Global forces - what is the nature of the emerging world order?
• The emergence of social problems - how are some things made into major public issues while others are ignored? Courses cover issues stemming from environmental issues.

Our graduates are change agents committed to social justice and sustainability.

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:

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.