| Overall Rating | Silver |
|---|---|
| Overall Score | 55.77 |
| Liaison | Susan Kaspari |
| Submission Date | July 16, 2022 |
Central Washington University
AC-1: Academic Courses
| Status | Score | Responsible Party |
|---|---|---|
|
11.02 / 14.00 |
Susan
Kaspari Professor Geological Sciences |
Figures required to calculate the percentage of courses offered by the institution that are sustainability course offerings:
| Undergraduate | Graduate | |
| Total number of courses offered by the institution | 2,169 | 100 |
| Number of sustainability-focused courses offered | 82 | 0 |
| Number of sustainability-inclusive courses offered | 233 | 9 |
Percentage of courses that are sustainability course offerings:
Total number of academic departments that offer courses:
Number of academic departments with sustainability course offerings:
Percentage of academic departments with sustainability course offerings:
A copy of the institution’s inventory of its sustainability course offerings and descriptions:
Do the figures reported above cover one, two, or three academic years?:
A brief description of the methodology used to complete the course inventory :
This course inventory represents courses taught at Central Washington University Between Fall 2019-Spring 2022. Provost Sustainability Faculty Fellow Susan Kaspari and Provost Sustainability Staff Fellow Heather Spalding conducted an initial course and program sustainability inventory, and then had chairs review and refine the initial inventory. Sustainability addresses "meeting the needs of the present generation without compromising the ability of future generations to meet their needs" (Brundtland, 1987), and includes three pillars: environment, economy and equity.
Environmental Sustainability includes conserving natural resources and protecting global ecosystems, now and in the future.
Economic Sustainability supports long-term economic prosperity without negatively impacting social, environmental, and cultural aspects of a community.
Equity is related to the fair treatment and involvement of all people. All people should have similar rights and opportunities, and have their basic needs met to maintain an acceptable quality of life. Inter-generational equity balances meeting current needs while also considering the needs of future generations. Criteria for classifying sustainability courses was as follows:
Sustainability focused: Program/course identifies and describes the relationship between the course topic, equity, economy, and environmental dimensions.
Sustainability Related: Program/course identifies and describes the relationship between the course topic and 2 of the 3 dimensions of equity, economy, and environment.
Not a Sustainability course: Program/course identifies and describes relationship between the course topic and 1 of the 3 dimensions of equity, economy, and environment or course topic is only about 1 of the 3 dimensions.
How were courses with multiple offerings or sections counted for the figures reported above?:
A brief description of how courses with multiple offerings or sections were counted:
Courses offered more than once were counted once.
Website URL where information about the sustainability course offerings is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
Courses that were omitted from the inventory include:
Art
capstone
cooperative education
dance
EMS (emergency medicince)
ESL (english as a second language)
Film
Library
Music
physical education
practicum
reserve courses
special topics
Theatre Arts Department
Thesis/research
trades courses
variable topic courses
workshops
Courses that were omitted from the inventory include:
Art
capstone
cooperative education
dance
EMS (emergency medicince)
ESL (english as a second language)
Film
Library
Music
physical education
practicum
reserve courses
special topics
Theatre Arts Department
Thesis/research
trades courses
variable topic courses
workshops
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.