| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 58.11 |
| Liaison | Elizabeth Drake |
| Submission Date | April 19, 2017 |
| Executive Letter | Download |
Swarthmore College
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
3.53 / 8.00 |
E. Carr
Everbach Professor of Engineering Engineering |
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):
ENVS: Learning outcomes of the Environmental Studies Program at Swarthmore include the following:
-Students are challenged to tell informed stories that illuminate the human dimension of environmental issues and acknowledge their own position in relation to those issues.
-Students will demonstrate discipline-specific analytic skills across at least two fields, including the ability to compare and contrast alternative policies and solutions
-Students will learn to apply tools and concepts to analyze complex environmental problems and overcome the practical challenges of resolving them.
ENGR: Consider scientific, technological, ethical, societal, political, and/or environmental issues in a local or global context.
EDUC: Students will be self-reflective about their own position and the positions of others in political, social, and institutional structures and the possibilities for growth and change for themselves and others.
STUA: By strengthening their observational drawing skills and recognition of the complexities and continual rearrangement of design elements (i.e. line, shape, rhythm, color, space, volume, etc.), students will be better able to critically understand the visual structure of objects and scenes, particularly in works of art. Students will be introduced to a wide array of materials and methods. These will include traditional and historical practices as well as those more contemporary and innovative. Special attention will be paid to safe and environmentally responsible practices.
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:
Each of these majors/minors included (BIO, ECON, ENGR, SOAN, EDUC, PEAC) offers courses that are focused on providing students with an opportunity to engage with one or more of the social, economic, and environmental components of sustainability. Courses offered in BIO, ECON, ENGR, SOAN, EDUC, PEAC capture the learning objectives stated for the program level.
For example, minors in ENVS must complete at least 7 ENVS courses. These courses capture the learning objectives mentioned for the ENVS program.
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:
Data are for school years 2014-2015, 2015-2016, and 2016-2017.
Data are for school years 2014-2015, 2015-2016, and 2016-2017.
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.