| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 37.31 |
| Liaison | Stephan Classen |
| Submission Date | March 6, 2018 |
| Executive Letter | Download |
Cascadia College
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
0.17 / 8.00 |
Jodie
Galvan Assistant Director of Sustainable Practices Student Learning |
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:
We had 10 students graduate in 2016-2017 with a BAS degree in Sustainable Practices
We had 1 student graduate in 2016-2017 with an AAS-T degree in Environmental Technologies and Sustainable Practices
These two degrees are our only two degrees that include sustainability learning outcomes
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):
We have two sustainability degrees: 1) Associate of Applied Science - Transfer degree in Environmental Technologies and Sustainable Practices; and 2) Bachelor of Applied Science in Sustainable Practices. Both of these degrees have specific sustainability learning outcomes including: • Understand patterns and make connections among different disciplines and schools of knowledge and to integrate studies with personal experience • Learn actively and gain comprehensive understanding; to think critically, creatively, and reflectively in order to solve problems; to communicate with clarity and originality for personal growth and productive work; and to interact in diverse and complex environments and complicated, dynamic, and ambiguous situations • Address savings and spending using terms and tools applicable in the commercial arena • Design and execute environmentally sensitive and sustainable practices * Systems Thinking Competence is the ability to collectively analyze complex systems across different domains (society, environment, and the economy etc.) and across different scales (local to global). * Interpersonal Competence is the ability to motivate, enable and facilitate collaborative and participatory sustainability research and problem solving. * Anticipatory Competence is the ability to collectively analyze, evaluate, and craft rich ‘pictures’ of the future related to sustainability issues and sustainability problem-solving frameworks. * Strategic Competence is the ability to collectively design and implement interventions, transitions, and transformative governance strategies toward sustainability. * Normative Competence is the ability to collectively map, specify, apply, reconcile, and negotiate sustainability values, principles, goals, and targets.
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:
See 2016-2017 catalog here http://www.cascadia.edu/academic_resources/documents/Catalog_16_17final_7_13.pdf
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.