Overall Rating Gold - expired
Overall Score 65.59
Liaison Victor Udo
Submission Date Sept. 23, 2019
Executive Letter Download

STARS v2.1

Bucknell University
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 7.85 / 8.00
"---" indicates that no data was submitted for this field

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:

As part of the college’s core curriculum, the College of Arts and Science which accounts for ~80% of graduating seniors, require each undergraduate student to successfully complete a course with the environmental connections designation and one with the diversity in the united states designation. As a result, a large percentage of Bucknell graduates have completed the environmental connections and diversity in the US college core curriculum. These designated courses challenge students to “analyze, evaluate and synthesize complex interrelationships between humans and the natural world. Students evaluate critically their personal connections to the natural world in one of the following ways: reasoning about ethical issues, directly experiencing the natural world, connecting to their community or relating individual choices to larger societal goals.” Also, Students will use concepts and tools of inquiry from at least one discipline to analyze issues related to the diversity of cultural experiences in the United States. Students will reflect critically on the ways in which diversity (broadly understood) within the United States shapes the experience of citizens and persons residing in the United States.

These students have to demonstrate the ability to apply knowledge of the physical, cultural or social connections between humans and the natural world, according to their interests and disciplinary preferences, in at least one of the following ways:
• Tracing the fundamental physical interconnections between humans, other species and the environment.
• Explaining how natural systems function and how human actions affect them.
• Distinguishing between human impacts and natural changes.
• Elucidating the concept of sustainability.
• Analyzing past cultural constructions of the environment.
• Analyzing current cultural narratives that shape our relationship to the environment.
• Analyzing societal mechanisms that influence our relationship to the environment.
• Assessing governance and political conflicts regarding human-environment relationships.
• Understanding the role of technological, economic and scientific knowledge in environmental decision-making and power relations between social actors.


Note: This STARS report covers FY16-18. During that period, Management was a Department within the College of Arts and Sciences. So for the purposes of this learning outcome, all Management majors are included in the aforementioned College Core Curriculum requirement.

The College of Engineering requires all Engineering students to take ENGR 100 Exploring Engineering in the fall semester of their first year. This is a hands on course designed to immerse students in the field of engineering. It introduces them to all eight of our engineering majors through hands-on activities and labs, and learn through experience how their major fits into the bigger picture. One of the learning outcomes of this college wide required course is to understand the formal engineering design process that includes developing evaluative criteria to assess the environmental impact of the design.

Also, a learning objective for all College of Engineering students is to have an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.

All College of Engineering students are also required to take an engineering ethics class (specific class varies by major). As part of the ethics code, students learn that engineers are encouraged to adhere to the principles of sustainable development in order to protect the environment for future generations. For this purpose, "Sustainable development" is the challenge of meeting human needs for natural resources, industrial products, energy, food, transportation, shelter, and effective waste management while conserving and protecting environmental quality and the natural resource base essential for future development. https://www.bucknell.edu/academics/college-engineering/majors-departments

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):

In the Freeman College of Management, students have the opportunity to major with a degree in Managing for Sustainability (MSUS). MSUS students upon graduating should have a firm understanding of managerial challenges to realizing sustainability but also possess the courage and passion for achieving sustainable environmental, social and economic goals. Note that during this reporting period, Management was a department within the College of Arts & Sciences. In 2018, Management was elevated to and now is the Freeman College of Management.


In the College of Arts & Sciences, students can major in Environmental Studies and Sciences (ENST). ENST students have the choice of two majors, Environmental Studies or Environmental Sciences. Environmental studies is an interdisciplinary major for students with an abiding interest in the environmental problems faced by humans, with special concern for their humanistic, policy and social science aspects. Environmental science allows students majoring in the natural sciences to add an environmental concentration to another degree. It focuses on the technical aspects of the discipline and is only open to students who also major in biology, chemistry or geology. Upon completing either major, students should be able to integrate and apply perspectives from across the natural sciences, social sciences, and the humanities in the context of complex environmental


A&S also offers majors in African Studies, Anthropology, art History, Comparative Humanities, East Asian Studies, Education, Film & Media Studies, Geography, International Relations, Arabic Studies, French & Francophone Studies, German Studies, Italian Studies, Linguistics, Russian Studies, Psychology, Sociology, Spanish, and Women & Gender Studies. All of these majors require course work with at least one goal related to Diversity. This information is provided for context, but specific details of each of these majors is not provided. As detailed under the Division level outcome, all students in A&S are required to take coursework in sustainability.

In the College of Engineering, students can major in Environmental Engineering (EVEG). As an environmental engineering major, students learn to design, construct and operate systems that protect the environment and human health, recover resources and enable society's continued development. One of the goals of the EVEG program is to prepare students to be successful professionals recognized for their consideration of global and societal concerns, ethics, and sustainability when making engineering decisions.


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:

There may be courses that have sustainability learning outcomes not associated with any of the above programs. Unfortunately, we do not have any method of tracking these individual courses at this time.

The website URL where information about the programs or initiatives is available:

Additional documentation to support the submission:

For this report the College of Arts and Sciences includes all Management students.

In AY 2017-18, there were 685 (UNGR) and 13 (GR) graduates in the College of Arts & Sciences (includes Management and interdepartmental students) and 167 (UNGR) and 3 (GR) from the College of Engineering. All UNGR students have to take a course with a sustainability learning outcome. Graduate students may or may not have taken a course with a sustainability learning outcome, but this report assumes they did not take one of these courses. Graduate students are included in the total number of graduates.

We know many students take courses with sustainability related outcomes as electives. Therefore, many undergraduates take multiple classes with sustainability related learning outcomes.

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.