|Submission Date||July 5, 2016|
AC-1: Academic Courses
Chair, Science & Technology Department
Science & Technology Department
Figures required to calculate the percentage of courses with sustainability content::
|Total number of courses offered by the institution||650||88|
|Number of sustainability courses offered||21||7|
|Number of courses offered that include sustainability||36||14|
Number of academic departments (or the equivalent) that offer at least one sustainability course and/or course that includes sustainability (at any level):
Total number of academic departments (or the equivalent) that offer courses (at any level):
Number of years covered by the data:
A copy of the institution’s inventory of its course offerings with sustainability content (and course descriptions):
An inventory of the institution's course offerings with sustainability content (and course descriptions):
While the course total above indicates that there are 78 courses, 13 of these courses are both graduate and undergraduate courses and were therefore counted once as graduate level courses, making the total of unique sustainability content courses 78.
In the link below, you will find a list of those courses that include a sustainability component.
List of sustainability courses without course descriptions:
The website URL where the inventory of course offerings with sustainability content is publicly available:
A brief description of the methodology the institution followed to complete the course inventory:
As a first step, courses with sustainability content or focus were identified, based on an analysis of catalog descriptions of existing courses, distinguishing the level of content as “components” or “emphasis”. Sustainability content encompasses materials related to resource tracking and conservation practices, including reuse, recycling/waste reduction, energy efficiency, the human connection with the natural world, reduced toxics in industrial processing, green building approaches, population growth issues, public policy development for better environmental management, political decision making, design of human environments, and our collective responsibility for global environmental realities. Sustainability emphasis was considered to be present when some array of these topics constituted the main focus of the course, or where specific skills for sustainability practices were stressed (e.g., sustainable supply chain analysis, sustainability marketing, or tools for assessing coastal vulnerability to climate change impacts and for developing coastal resiliency measures).
Subsequently, faculty were invited to complete an online survey to self-identify sustainability course content or focus, and to ascertain interest in developing new courses or expanding present offerings to include additional sustainability content. A follow-on survey will occur in the Fall 2016 semester, where faculty will be asked about specific topics, as well as to explore what type of support would encourage the expansion of emphasis on sustainability practice within the curriculum.
How did the institution count courses with multiple offerings or sections in the inventory?:
A brief description of how courses with multiple offerings or sections were counted (if different from the options outlined above):
Which of the following course types were included in the inventory?:
|Yes or No|
Does the institution designate sustainability courses in its catalog of course offerings?:
Does the institution designate sustainability courses on student transcripts?:
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 and complete the Data Inquiry Form.
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 and complete the Data Inquiry Form.