| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 66.60 |
| Liaison | Mary Lucus |
| Submission Date | Feb. 26, 2019 |
| Executive Letter | Download |
Belmont University
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
2.33 / 8.00 |
Mary
Lucus Director, IR Provost |
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:
At the institutional level, sustainability is essential to what we call our Complex Nature of the World goal. It is our intent that graduates will be able to navigate the diversity and difference that they encounter in the world, not intent on making every system like their own, but having the tools to leave each system better than they found it, while keeping its identity in place.
Separate, but mapped to this goal are two BELL Core (Gen Education) goals: Citizenship and Collaboration.
COLLABORATION: The BELL Core encourages students to … solve problems through collaboration, bringing contributions of diverse peers together toward a solution
CITIZENSHIP: The BELL Core encourages students to act as ethical citizens by increasing their cultural knowledge and social understanding. Students learn how to consider various points of views, think deeply about public values, and engage in civil discourse across even passionate disagreement.
We assess these outcomes through student work in Senior Capstones (a prompt related to facing a culture other than one’s own) as well as participation in programs like Study Abroad and service learning.
Finally, in our BELL Core (Gen Ed) we have the learning outcome of Connecting Disciplines, another way of navigating differences:
CONNECTING DISCIPLINES: The BELL Core engages students in a range of individual disciplines including humanities, social sciences, sciences, arts, quantitative reasoning, religion, and wellness. Students learn how to recognize the connections among disciplines and they develop an integrated, contextualized understanding of the world around them.
We assess this outcome through our distribution courses, courses outside of a student’s major that provide a broad base of knowledge that, we believe, will enable them to engage with a broad array of cultures and counterpoints as they engage and transform the world.
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):
see documentation
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:
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:
Goals are mapped to the United Nations Sustainable Development Goals.
Goals are mapped to the United Nations Sustainable Development Goals.
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.