| 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-10: Support for Research
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
John
Arendt Director of EMBI Environmental Management and Business Institute |
Does the institution have an ongoing program to encourage students in multiple disciplines or academic programs to conduct research in sustainability? :
A brief description of the student research program, including the incentives provided and any positive outcomes during the previous three years:
The certificate in Environmental Sustainability and Business consists of a supporting course structure (at the 100 and 200 level) that is complementary to the campus’ existing general education requirements, consistent with current credit load requirements and, thereby, will not delay student graduation. Well advised students will be able to meet the supporting course requirements of the certificate by satisfying the existing campus general education program.
The main component of the certificate program is comprised of 16 credits at the upper level (300 and 400 numbered),
courses including an intensive business internship or co-op experience. It is the internship/co-op experience that ensures our EMBI certificate is not just “one more
certificate” that carries little meaning to employers.
The certificate is available for students in all academic programs.
Past internships and co-ops have required participants to conduct independent research both in the lab as well as with literature reviews on sustainability focused topics.
Does the institution have a program to encourage faculty from multiple disciplines or academic programs to conduct research in sustainability topics?:
A brief description of the faculty research program, including the incentives provided and any positive outcomes during the previous three years:
2014-15 Sustainability Integration Professional Development Workshop
The purpose of this opportunity is to integrate sustainability concepts within a wide variety of UW-Green Bay courses so that instructors in courses outside of the disciplines most typically connected with sustainability, such as the natural sciences, gain tools and awareness to integrate sustainability concepts or components into at least one of their courses. For example, a psychology professor might want to look at the topic of behavior change in terms of recycling efforts.
By integrating sustainability topics or modules into a wide variety of courses across the curriculum, students will get exposed to concepts in an interdisciplinary way that helps build their critical thinking skills on this important topic.
Twenty faculty members completed a project, and it is hoped that this opportunity can be offered in subsequent semesters to further increase the dissemination and incorporation of sustainability across the curriculum. Faculty were paid $250 to participate and complete a project.
Has the institution published written policies and procedures that give positive recognition to interdisciplinary, transdisciplinary, and multidisciplinary research during faculty promotion and/or tenure decisions?:
A brief description of the institution’s support for interdisciplinary, transdisciplinary, and multidisciplinary research, including any positive outcomes during the previous three years:
In granting tenure at the UWGB, assessment shall be made of professional perfromance, contributions, and future potential of the individual. Such evaluations and judgments should be made in the context of the mission of the University with its emphases on problem oriented learning and research, innovation in the curriculum, excellence in teaching, and a liberal arts program as the foundation of its undergraduate programs. Tenure implies responsibilities and obligations of leadership for maintaining academic excellence in the University and of professional participation in activities outside the University.
Included in the review criteria is: "2. Evidence of involvement with other academic programs and interdisciplinary teaching."
"Scholarly Activity and Creative Accomplishment," and "University and Community Service," and "Programmatic and Other Institutional Considerations" are the other main area of review.
Research falls under Scholary Activity and because of the University's interdisciplinary structure itself, this is 'baked-in' to the systems.
For example, NAS is the Department of Natural and Applied Sciences at the University of Wisconsin-Green Bay. The department houses an interdisciplinary major and minor program of study in Environmental Science; disciplinary majors and minors in Biology, Chemistry, Geoscience, Mathematics; a discliplinary minor in Physics; and a pre-professional program of study in Engineering.
NAS currently has 30 faculty: four full professors, sixteen associate professors, four assistant professors, five lecturers, and one adjunct assistant professor. NAS also has 12 staff members, including academic and classified staff as well as research associates.
NAS faculty teach and engage in scholarship in both their disciplinary programs and the interdisciplinary program in Environmental Science. Many of the faculty make major contributions to the Environmental Science and Policy graduate program as well.
Does the institution have ongoing library support for sustainability research and learning?:
A brief description of the institution’s library support for sustainability research, including any positive outcomes during the previous three years:
The award winning Cofrin Library at UW-Green Bay provides a full array of services for faculty, staff and students. With the strong environmental programs at the university, the library actively selects and maintains collections in these areas.
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 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.