| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 46.00 |
| Liaison | Lisa Mitten |
| Submission Date | March 4, 2015 |
| Executive Letter | Download |
State University of New York at New Paltz
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
0.31 / 8.00 |
Lisa
Mitten Campus Sustainability Coordinator Office of Campus Sustainability |
Number of students who graduated from a program that has adopted at least one sustainability learning outcome:
Total number of graduates from degree programs:
A copy of the list or inventory of degree, diploma or certificate programs that have sustainability learning outcomes:
A list of degree, diploma or certificate programs that have sustainability learning outcomes:
Bachelor of Arts in Visual Arts - Printmaking
Bachelor of Fine Arts - Printmaking
Master of Fine Arts - Printmaking
Bachelor of Science - Organismal/Environmental Biology and Cell/Molecular Biology
Bachelor of Arts - Biology
Bachelor of Arts - Geography program with an environmental concentration
Minor in Environmental Studies
Bachelor of Science - Environmental Geochemical Science
A list or sample of the sustainability learning outcomes associated with degree, diploma or certificate programs (if not included in an inventory above):
Printmaking:
* Students will learn the culture of recycling and reuse in ongoing material practice and the physical materials of printmaking.
Biology:
* Students will understand how humans interact with ecological and evolutionary processes.
* Students will learn the physical, chemical, and biological organization of aquatic ecosystems and increase quantitative literacy in ecological interpretation of aquatic ecosystems and problem solving.
* Students will learn to make scientific predictions about how ecological processes affect human well-being and how human activities affect ecosystems at local, regional, or global scales.
* Students will be able to evaluate strategies for environmental solutions and sustainability from a scientific perspective.
* Students will be able to describe the important abiotic and biotic factors that determine the structure, composition, function, and dynamics of ecological systems.
* Students will be able to make scientific predictions about how ecological processes affect human well-being and how human activities affect ecosystems at local, regional, or global scales.
Geography with an Environmental Concentration
* Students will learn to define basic concepts and theories in environmental geography;
* Students will learn to apply analytical methods used in environmental geography, including:
- Distinguishing human from nonhuman factors of environmental change
- Linking social and physical processes at multiple scales
- Using logic and arithmetic in problem-solving activities
- Identifying social causes of human impact on the environment
- Thinking critically about environmental issues, including considering relations of power behind negative human impact and the social repercussions of environmental degradation
- Asking what motivates people to act on or think about environments in particular ways
- Identifying problematic assumptions in popular notions
Environmental Studies
* Define environmental problems
* Describe the social causes of environmental problems
* Evaluate possibilities for a “green” economy
* Explain how social inequalities relate to environmental risk
* Describe political struggles that have emerged around the environment
Environmental Geochemical Science
* Students will develop a deeper understanding of the interaction between technology and the natural environment that hosts it so that our society can work toward building a sustainable civilization, providing for human needs while still preserving the earth's unique natural heritage.
The website URL where information about the institution’s sustainability learning outcomes is available:
Data source(s) and notes about 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 or simply email your inquiry to stars@aashe.org.