For details about this credit, including the criteria, reporting timeframe, applicability, scoring, and more, please review the full credit language:
Minor changes to terminology and clarifications for definitions have been added. New language and clarifications have been added to Measurement. A comprehensive list of differences can be found in the 2.2 Summary of changes.
What is the difference between sustainability-focused courses (a.k.a. sustainability courses) and sustainability-inclusive courses?
To count as a sustainability course, the course title or description must indicate a primary and explicit focus on sustainability. The course title or description does not have to use the term “sustainability” to count as sustainability-focused if the primary and explicit focus of the course is on the interdependence of ecological and social/economic systems or a major sustainability challenge such as climate change.
If the course title and description do not unequivocally indicate such a focus, but it is evident from the course description or syllabus that the course incorporates sustainability challenges, issues, and concepts in a prominent way, the course may qualify as course that includes sustainability (a.k.a. sustainability-inclusive).
Note: Both types of courses earn points at the same rate. When in doubt, a course should be counted as sustainability-inclusive rather than sustainability-focused.
For each course, the inventory must provide the following at minimum:
- The course title
- The department (or equivalent) associated with the course
- The level of each course, either indicated descriptively (e.g., undergraduate or UG) or by guiding language (e.g.,“courses 500 and above indicate graduate level”).
- A brief course description or rationale explaining why the course is included, i.e., that references sustainability, the interdependence of ecological and social/economic systems, or a sustainability challenge
- An indication of whether the course qualifies as sustainability-focused or sustainability-inclusive (or equivalent terminology).
No. However, providing your course inventory in spreadsheet format makes it more accessible to students, reviewers, and other audiences. Spreadsheets also allow for course counts to be automatically calculated and quickly checked to ensure they align with the figures reported in the STARS Reporting Tool. AASHE makes available a course inventory template that may be helpful (see below).
For this credit, the Number of academic departments can be shared between PRE 5 and AC 1. See related Help Center article on sharing information between credits.
- Faculty survey template. Ask academic staff to self-identify sustainability courses and research.
- Academic course inventory. Download Excel file or copy Google Sheet. Use or adapt this template to document sustainability course offerings and, optionally, track linkages to the Sustainable Development Goals (SDGs).
- Sample keywords to help identify sustainability challenges (derived from the Earth Charter and SDG targets). Use or adapt to conduct a preliminary keyword search of a course catalog. The presence of a keyword may or may not indicate that a sustainability challenge is addressed. Additional analysis is required.
- SDG targets
- Gonzaga University – Inventory is clear and concise, methodology includes detail on approach used to identify courses.
- Lawrence University – Used the recommended STARS 2.2 Academic Courses inventory template. The Notes field includes clarification as to why a valid discrepancy in course counts exists between the inventory and reported amounts.
- Pennsylvania State University – Clear methodology and inventory. A discrepancy in course counts between what is reported in credit and what is listed in the inventory is explained in the Notes field. Good reporting example for large institutions.
- Santa Clara University – Comprehensive methodology. Inventory goes above and beyond minimum requirements, and includes a unique “sustainability id” column, which identifies courses as addressing challenges, inclusion in a unit or module, etc.
- Susquehanna University – Inventory is comprehensive (doc format). A good reporting example for small institutions or those reporting relatively few courses.
- University of California, Davis – Good example of a comprehensive academic course inventory from a large institution. Discrepancy in inventory counts is clarified in the methodology description section.
- Elon University – Well-organized PDF inventory that includes course counts at the end, which are consistent with what is reported under the credit.
- Indiana University Bloomington – Course counts are clearly marked in the Excel inventory, and are consistent with what is reported under the credit.
- Ohio University – Well-organized Excel inventory that includes course counts which are consistent with what is reported under the credit.
- Portland State University – Well-organized inventory that shows consistency in course counts and includes a unique section on sustainability dimensions.
- University College Cork – National University of Ireland, Cork – Inventory meets all minimum criteria and includes a column to indicate which SDGs are covered by the course, which is unique and exemplary.
- University of Washington, Seattle – A fully comprehensive inventory from a large institution.
- Score outlier: It is uncommon for institutions to earn full points or very close to it. If a high score is reported, please check closely for the issues below.
- Numeric outlier: A low response under “Total number of academic departments that offer courses” (below 10) is unlikely and should be reviewed closely (particularly for medium-sized or larger institutions). Academic departments are devoted to a particular academic discipline (e.g., Economics, Environmental Science, Sociology). Valid discrepancies or clarifications should be clarified in the Notes field.
- Definitions for “sustainability-focused courses” and “sustainability-inclusive courses” should be followed. To count, the course title or description must include the term “sustainability”; focus on ecological and social/economic systems; OR focus or a major sustainability challenge. A common mistake is identifying courses as sustainability-focused that only address the social component (e.g. Social Work, International Relations) without referencing ecological dimensions or a sustainability challenge.
- For each course, the inventory should include, at minimum, the title, department (or equivalent), and level of each course (i.e., undergraduate or graduate), as well as a brief course description (or rationale for why the course is being included). The course description or rationale must clarify how the course references sustainability, the interdependence of ecological and social/economic systems, or a sustainability challenge. A common mistake is omitting some or all course descriptions.
- The count of courses reported under the credit should be consistent with the count included in the inventory. Valid discrepancies must be clarified in the Notes field.
- The number of academic departments reported in this credit should be consistent with the number reported in Academics and Demographics, unless departments that do not offer courses have been excluded. Such exclusions should be explained in the Notes field.