| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 45.05 |
| Liaison | Daniela Beall |
| Submission Date | Nov. 6, 2017 |
| Executive Letter | Download |
University of Wisconsin-Green Bay
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
0.92 / 8.00 |
Debbie
Furlong Director of Institutional Research Institutional Research & Assessment |
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:
The institution level sustainability learning outcomes are part of the sustainability component of the general education requirements adopted in 2014. The 147 students listed above have completed the sustainability general education requirement for academic year 2016-2017 and it is anticipated that that percentage graduating with the sustainability requirement will rise to nearly 100% as existing students cycle through old general education requirements and new students adopt the new requirements.
The new sustainability learning outcomes are as follows:
• Think critically regarding the array and implications of alternative sustainability definitions.
• Discuss sustainability within the context of ethical decision-making on earth.
• Describe why actions to achieve sustainability are complex and contentious.
• Express how failure to achieve sustainability has implications for human survival and planetary life quality over time.
• Engage in informed judgments about sustainability and problems as socially responsible citizens
http://catalog.uwgb.edu/undergraduate/planning/general-education/#sustainabilityperspectivetext
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):
Although the reported graduates with sustainability learning outcomes is based on the institutional general education requirements, some programs also have their own learning outcomes.
Here is an example from one of our majors (Environmental Policy and Planning)
The faculty members in Public and Environmental Affairs have given much thought to what we expect our majors in Environmental Policy and Planning to learn to serve them well in their future careers. We are including a copy of those “learning outcomes” here so that you know in general what our expectations are. Each of the learning outcomes below indicates which courses in the curriculum are particularly appropriate for that objective.
As part of our annual effort to assess how well our majors are doing in meeting these expectations, we will evaluate at least one written assignment in each of our core courses using these criteria. We will also send a questionnaire to graduating senior majors to ask them how well they believe the program helped them to meet the same objectives.
An ability to understand and implement sustainability as an engaged citizen.
Basic knowledge of environmental science and selected other areas of natural science (ENV SCI-102 and both lower- and upper-level environmental science, biology, geography, and geology courses).
Knowledge of the concepts, principles, and theories of environmental policy, law, and planning (PU EN AF-202, 408, 301, 322, 350, and 378).
An ability to engage in ethical decision making and critical thinking in environmental policy and planning (all courses).
An ability to communicate clearly and effectively about environmental policy and planning (all courses).
An ability to use technical skills in environmental policy and planning (PU EN AF-301, 378, 322, and other upper-level courses).
An ability to qualify for graduate work in schools of environmental studies, public policy, public affairs, planning, or related fields, or to qualify for entry level professional employment in environmental policy and planning (all courses).
This is just one example of program level sustainability learning outcomes. The comprehensive list of programs with sustainability learning outcomes include:
Biology
Chemistry
Democracy and Social Justice
Design Arts
Economics
Education
English
Environmental Science
Environmental Science and Policy
First Nation Studies
Geoscience
History
Human Biology
Nutritional Science
Philosophy
Political Science
Psychology
Public & Environmental Affairs
Sustainable Management
Urban & Regional Studies
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:
Certificate of Sustainability's Colloquium in Environmental Sustainability and Business Course (PU EN AF 390) learning outcomes:
1) Understand the major components of systems theory and its relationship to sustainability.
2) Realize how the social, natural, and business systems inter-relate and are all necessary for consideration in organizational decision making.
3) Take learned concepts and demonstrate how to apply to organizations and/or organizational processes to improve sustainability.
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:
This is for a one year period: FY15-16.
This is for a one year period: FY15-16.
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.