Overall Rating Bronze - expired
Overall Score 42.65
Liaison Winnie Kwofie
Submission Date April 19, 2019
Executive Letter Download

STARS v2.1

California State University, East Bay
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 0.19 / 8.00 Sarah Aubert
Lead Curriculum Services Analyst
University Curriculum Services
"---" 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:
The College of Business & Economics is the only college (one of four) at Cal State East Bay that outlines sustainability in it's learning outcomes. In support of our mission, we value: Ethical behavior and personal integrity Collegiality and mutual respect Collaboration for learning, scholarship, and community engagement Social and environmental responsibility Inclusive learning environment for a diverse student population Innovative thinking and a global mindset Source: http://www.csueastbay.edu/cbe/about/miss-visi-valu.html

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):
1) Environmental Studies B.A. Learning Outcome: Articulate key threats to the global environment, the scientific basis of the understanding of those threats, their underlying causes and implications for society; Articulate and apply key concepts to critical environmental problems including ecological limits, threshold effects, tragedy of the commons, and the interconnectedness of natural and human systems; Identify and apply a range of prominent tools and strategies to maintain and restore environmental quality and achieve sustainability; Describe and evaluate social justice and equity issues in the context of sustainable development; Identify, describe and assess the environmental and associated equity and justice implications of human actions including one’s own; Apply quantitative and qualitative approaches to identify, analyze, and assess environmental problems. 2) Environmental Science B.S. Learning Outcome: Understand the role of the environmental science in local, regional, and global sustainability, and the role of an ethical scientist (Sustainability and global thinking) Articulate Earth’s place in the Universe, global-scale processes such as climate change, and the interactions of Earth systems with human systems. Understand the roles and impacts of society and technology on resource use and sustainability (environmental, economic, and social) at local, regional, and global scales. Apply knowledge and skills in a responsible, professional, and ethical manner, with an awareness of potential consequences at multiple scales. 3) Geology B.S. and B.A. Learning Outcome: Understand the impact of the Earth Sciences on local-to-global sustainability and their role as an ethical scientist Understand Earth’s place in the Universe, global-scale processes such as climate change, plate tectonics, earth systems interactions and rates, and the forcing factors/feedbacks that control them. Have the breadth of education necessary to understand the importance of the Earth Sciences and technology in a global and societal context, and understands the effect of resource consumption on, and the importance of local-to-global-scale sustainability efforts. Have knowledge of contemporary issues, such as sustainable resource development and the prediction of geological hazards. Carry out responsibilities in a professional and ethical manner. 4) Geography B.S. Learning Outcome: Synthesize geographic knowledge, apply research strategies and use quantitative tools to solve problems of a geographic nature and relevant to a changing world (e.g. in resource management, spatial analysis, environmental change, and sustainable development) Identify and communicate key geographical processes, ideas, concepts and outcomes orally, in writing, and through the use of geographical information systems (GIS) and other spatial representations Identify, describe and explain the environmental, social, cultural, economic and other key characteristics and dynamics of different world regions Demonstrate effective teamwork ability by contributing to successful execution of group projects in the classroom, GIS laboratory and/or in the field Identify, describe and explain how local, regional and global environmental, human societal, and economic processes and their outcomes are related to sustainable development 5) Industrial Engineering B.S. Learning Outcome: An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics. An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors. An ability to communicate effectively with a range of audiences. 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. An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions. An ability to acquire and apply new knowledge as needed, using appropriate learning strategies. 6) Recreation, Sustainability Concentration Learning Outcome: Explain effective and sustainable solutions based on evidence to address challenges faced in the provision of recreation programs and services, management of facilities and stewardship of natural resources. Identify effective leadership and teamwork strategies, management skills, methods to evaluate service quality and meet consumer needs in recreation management. Articulate clearly in both written and oral formats the ethical, philosophical, historical, and administrative foundations of the recreation profession. Identify techniques that contribute to a culture of dignity and respect in the recreation management profession.

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:

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.