Overall Rating Gold
Overall Score 73.19
Liaison Ryan Todd
Submission Date April 30, 2024

STARS v2.2

California State University, Sacramento
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 4.84 / 8.00
"---" indicates that no data was submitted for this field

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:

Area A3: Critical Thinking
Students will be able to:
A. Identify and apply the elements of sound logical reasoning to compose and critique deductive and inductive arguments.
B. Identify and critique fallacies, biases, and errors in reasoning.
C. Identify and evaluate the use of facts and opinions as evidence in the construction of arguments.
D. Identify and evaluate methods and reasoning appropriate to the discipline associated with the course.

Area B: The Physical Universe and its Life Forms: Scientific and Mathematical Literacy Scientifically and mathematically literate individuals understand the characteristic features of science and mathematics as forms of human knowledge and inquiry, and they are aware of how science and mathematics shape their material, intellectual, and cultural environments. Scientifically and mathematically literate individuals are willing to engage in science- and math-related issues and ideas as reflective citizens and they are able to draw evidence-based conclusions and make reasoned decisions concerning science- and math-related issues in real-life contexts. 

Area B-2: Life Forms - Recognize evidence-based conclusions and form reasoned opinions about science-related matters of personal, public and ethical concern.

Area C2 Humanities: Literature, Philosophy, Languages Other than English
The learning objectives associated with C2 should focus on the human condition. Specifically,
students completing C2 requirements should be able to:
A. Demonstrate knowledge of the conventions and methods of the study of the humanities.
B. Investigate, describe, and analyze the roles and effects of human culture and understanding in
the development of human societies.
C. Compare and analyze various conceptions of humankind.
D. Demonstrate knowledge and understanding of the historical development of cultures and
civilizations, including their animating ideas and values.

Area D 
1. Describe and evaluate ethical and social values in their historical and cultural contexts.
2. Explain and apply the principles and methods of academic disciplines to the study of social and
individual behavior.
3. Demonstrate an understanding of the role of human diversity in human society, for example, race,
ethnicity, class, age, ability/disability, sexual identity, gender and gender expression.
4. Explain and critically examine social dynamics and issues in their historical and cultural contexts.

Area F Learning Outcomes
Ethnic Studies is an interdisciplinary and comparative study of race and ethnicity with special focus on four historically defined racialized core groups: Native Americans, African Americans, Asian Americans, and Chicanxs/Latinxs.
Courses that are approved to meet this requirement shall meet at least 3 of the 5 following core competencies.
Students will be able to (at least three of the following):
1. Analyze and articulate concepts such as race and racism, racialization, ethnicity, equity, ethnocentrism, eurocentrism, white supremacy, self-determination, liberation, decolonization, sovereignty, imperialism, settler colonialism, and anti-racism as analyzed in any one or more of the following: Native American Studies, Pan African Studies, Asian American Studies, and Chicanx/Latinx Studies.
2. Apply theory and knowledge produced by Native American, Pan African, Asian American, and/or Chicanx/Latinx communities to describe the critical events, histories, cultures, intellectual traditions, contributions, lived experiences and social struggles of those groups with a particular emphasis on agency and group-affirmation.
3. Critically analyze the intersection of race and racism as they relate to class, gender, sexuality, religion, spirituality, national origin, immigration status, ability, tribal citizenship, sovereignty, language, and/or age in Native American, Pan African, Asian American, and/or Chicanx/Latinx communities.
4. Critically review how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced and enacted by Native American, Pan African, Asian American and/or Chicanx/Latinx communities are relevant to current and structural issues such as communal, national, international, and transnational politics as, for example, in immigration, reparations, settler-colonialism, multiculturalism, language policies.
5. Describe and actively engage with anti-racist and anti-colonial issues and the practices and movements in Native American, Pan African, Asian American and/or Chicanx/Latinx communities and a just and equitable society.

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:

The responsible party looked at Sac State's learning outcomes and cross-referenced stated objectives with the UN Sustainable Development Goals and their descriptions. Area B was a focus for previous submissions and was included again here based on its close ties to science and the environment. This time we have included other areas that fit within the broader interdisciplinarity of sustainability and the UN SDG's.

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


Anthropology Culture, Language, Society

Apparel and textiles

Archaeology & Biblical Anthropology

Art history, criticism, and conservation

Asian studies/civilization

Behavioral Science, Gender Equity


Biological Science

Civil engineering

Construction engineering technology/technician

Construction Management

Design and applied arts

Early childhood education and teaching

Ecology and Evolution



Entrepreneurship & Global Business

Environmental Studies

Ethnic, cultural minority, gender, and group studies

Family and consumer sciences/human sciences

Fashion Merchandising and Management

Geographic Information Systems & Analysis


Geology/earth science

General Ethnic Studies


Health and physical education/fitness

Health Science

Health services/allied health/health sciences

HealthFitness/Strength Conditioning


Hospitality and Tourism Management

Human Geography

Humanities/humanistic studies


Interior Architecture

Interior Design

International Business

International MBA

International Relations

Liberal arts and sciences/liberal studies

Liberal Studies

Mechanical Engineering

Metropolitan Area Planning


Multi-/interdisciplinary studies

Nutrition and Food (Dietetics)

Nutrition sciences

Parks, recreation and leisure studies

Physical Geography


Political science and government

Public Health

Public Policy & Administration

Recreation Therapy

Registered nursing/registered nurse

Social sciences

Social Work


Supply Chain Management

Urban Development

Women's and Gender Studies

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:

Our rationale for choosing degree programs with sustainable learning outcomes was strongly influenced by the technical manual's definition of sustainable learning outcomes as follows "Sustainability learning outcomes are statements that outline the specific sustainability knowledge and skills that a student is expected to have gained and demonstrated by the successful completion of a unit, course, or program. Learning outcomes do not necessarily have to use the term “sustainability” to count as long as they collectively address sustainability as an integrated concept having social, economic, and environmental dimensions."  For example, Area A3 is included for its emphasis on critical thinking. Critical thinking is crucial for students to understand and engage with sustainability. It helps them analyze complex issues, evaluate information, solve problems creatively, think systemically, consider ethical implications, and engage in advocacy. By honing critical thinking skills, students become informed and empowered agents of positive change in building a more sustainable world.

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.