Overall Rating Gold - expired
Overall Score 66.69
Liaison Laurie Husted
Submission Date June 8, 2020

STARS v2.2

Bard College
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 3.19 / 8.00 Emily McLaughlin
Associate Dean of the College & Assoc. Professor Chemistry
Office of the Dean
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Has the institution adopted one or more sustainability learning outcomes that apply to the entire student body or, at minimum, to the institution's predominant student body?:

Which of the following best describes the sustainability learning outcomes?:

A list of the institution level sustainability learning outcomes:

All students must fulfill the “Difference and Justice” requirement as part of the general undergraduate education curriculum. Courses fulfilling this distribution requirement have a primary focus on the study of difference in the context of larger social dynamics such as globalization, nationalism, and social justice. They will address differences that may include but are not limited to ability/disability, age, body size, citizenship status, class, color, ethnicity, gender, gender expression, geography, nationality, political affiliation, religion, race, sexual orientation, or socio-economic background, and will engage critically with issues of difference, diversity, inequality, and inclusivity.

Total number of graduates from degree programs:

Number of graduates from degree programs that require an understanding of the concept of sustainability:

A brief description of how the figure above was determined:

Four departments were identified as offering sustainability learning outcomes in the 2018-2019 academic year. The total number of 2019 graduates and the number of 2019 graduates from the degree programs listed below were obtained from the Office of the Registrar.

A list of degree programs that require an understanding of the concept of sustainability:

The core of the program consists of topical courses that examine human life in relation to global debates about cultural identity formations, through language, religion, gender systems, racial categories, class dynamics, and popular culture. In addition, anthropology productively challenges dominant understandings about development and the environment. Comparative in scope, the discipline is concerned with how individuals and communities produce social and cultural meanings within a transcultural world created by an international division of labor, the wide proliferation and consumption of media, and the commodification of culture. Faculty work in collaboration with the Environmental and Urban Studies Program to offer classes in topics such as environmental anthropology, justice, and the social effects of climate change. Strengths of the faculty span across a wide variety of areas: Africa; Latin America and the Caribbean; South and Southeast Asia; Australasia (the Pacific); and the United States.

Environmental and Urban Studies:
The Environmental and Urban Studies (EUS) program is designed to encourage students to engage intellectually across the disciplines as well as to acquire practical skill sets and experience addressing urban and environmental challenges. Students study in several rigorous interdisciplinary and disciplinary core courses, complete an internship and a practicum. To balance transdisciplinary breadth with depth in a particular discipline, each student also selects intermediate and advanced courses in a chosen Focus Area. Expertise developed through the Focus Area studies (particularly during the Junior year) prepares the student for the Senior Project.

Human Rights:
Through a combination of interdisciplinary coursework, internships and field research, and a required senior thesis project, students can come to locate questions of environmental justice and sustainability within the framework of civil and human rights. Rights are understood in a broadly inclusive sense. Students pursuing these topics acquire a sophisticated knowledge of the inter-related character of human and non-human agents within a context that includes environmental and climatic forces.

Sociology at Bard aims to provide an understanding of the structure and processes of society—from everyday interactions among friends to social transformations of global magnitude. Sociology students learn to systematically examine a wide array of social phenomena, including social inequality, political and social movements, race, gender, economic systems, law, technological change, culture, media, religion, environmental risks, cities, family structures, and criminal justice. The Sociology curriculum offers students a theoretical and methodological foundation for conducting social research and thinking rigorously about important social issues. The most wide-ranging of the social sciences, sociology situates the economic, cultural, and political aspects of human communities within the complex whole of social life and its historical foundations. With its diverse array of topics, theories, and methodologies, the sociological perspective teaches people to examine the social world in a way that is both rigorous and flexible. Sociology 101 is a requirement and incorporates sustainability. Following is the course description: Sociology is the systematic study of social life, social groups, and social relations. The discipline views the individual in context of the larger society, and sheds light on how social structures constrain and enable our choices and actions. Sociologists study topics as varied as race, gender, class, religion, the birth of capitalism, democracy, education, crime and prisons, the environment, and inequality. At its most basic, the course will teach students how to read social science texts and evaluate their arguments. Conceptually, students will learn basic sociological themes and become familiar with how sociologists ask and answer questions. Most importantly, students will come away from the course with a new understanding of how to think sociologically about the world around them, their position in society, and how their actions both affect and are affected by the social structures in which we all live. Ecological, as well as social dimensions of sustainability, are addressed through the course and program.

Documentation supporting the figure reported above (upload):

Do the figures reported above cover one, two, or three academic years?:

Percentage of students who graduate from programs that require an understanding of the concept of sustainability:

Website URL where information about the sustainability learning outcomes 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.