Overall Rating Silver
Overall Score 56.93
Liaison Christina Erickson
Submission Date May 9, 2019
Executive Letter Download

STARS v2.1

Champlain College
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 0.84 / 8.00 Laurie Quinn
Provost & Chief Academic Officer
Academic Affairs
"---" 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:

Institution Level Learning Outcome = Champlain College Competencies
The College has established these (10) skill areas as the foundation of the educational experience at Champlain College, regardless of the student's major. Sustainability related competencies include:

Science and Quantitative Literacy: The ability to interpret quantitative information, apply appropriate mathematical methods to solve quantitative problems, and communicate solutions in the appropriate context; the ability to apply scientific methods to understand the natural world, to identify scientific aspects of daily life, and to evaluate the quality of scientific information on the basis of its source and the methods used for its generation

Global and Cultural Understanding: The ability to critically analyze and engage with complex, interdependent global systems, and legacies—natural, physical, social, cultural, economic, and political—and their implications for our lives and the Earth

Diversity, Equity, and Inclusion: The ability to evaluate intersections, influences, and social contexts from a position of shared humanity and openness toward difference, in order to integrate one's values and belief systems into action
See more at https://www.champlain.edu/academics/undergraduate-academics/college-competencies


Division Level Learning Outcomes / Requirements
All Stiller School of Business undergraduates are required to take BUS 210: Corporate Social Responsibility (CSR). The Mission of the school is: The Stiller School of Business develops the strengths, integrity, expertise and entrepreneurial mindset of aspiring and innovative professionals to create positive change in their lives, workplaces, communities and the world. A required component of the CSR course is developing a campus sustainability proposal for the Champlain College Green Revolving Fund.

All Education & Human Studies undergraduate are required to take three EHS Signature Courses which focus on local service learning and social justice. The EHS Signature Courses make it possible for students to "Do GOOD Work" in the local community as part of their coursework. Throughout these courses, students cultivate the ability to see multiple perspectives, examine their assumptions of others, make connections between the classroom and field experiences and apply what they've learned to new, complex situations.
For example, in EHS 100-Making Connections - Students will meet together in an interdisciplinary, seminar-style setting to build a foundational understanding of integrative thinking and learning and to begin to make connections among the various elements of the Champlain College student-experiences and competencies. Students will take part in a real-world community awareness or service experience as a class and then examine the experience from the perspectives of social work criminal justice, the law, environmental policy education, and psychology.

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):

Environmental Studies and Policy Program Outcomes:
* Manage information—Locate, use, evaluate and communicate quality information—ecological, economic, chemical, physical, mathematical and other—needed for making decisions on environmental policy. Discern the quality of information on environmental issues.
* Analyze issues—Define and debate the technical, social, cultural, institutional, emotional and ideological aspects of local, national and global environmental issues.
* Comprehend, name and accurately describe—including origins, impacts and means of resolving—environmental issues of the present, and those that may occur in the near and long term future. Define the term "policy" and its uses with respect to environmental issues.
* Communicate—Demonstrate the communication skills needed to guide policy in ways which will foster sustainable practices. This includes interpersonal, written and oral communication as well as skills in conflict management.
* Investigate sustainability—Explore and synthesize the developing concept of sustainability as applied to environmental issues. Define what sustainable living implies for developed, developing and underdeveloped areas of the planet.
* Interpret relevant data—Recognize measures and associated technology appropriate for information gathering in this field. Use mathematical and statistical analyses effectively.
* Describe and compare governmental and systematic impacts—For the U.S., describe the processes of selecting those who represent us at the local, state and federal levels of government and the major institutions and agencies—governmental or otherwise—involved in environmental policy decision making. Describe the international major political and economic systems, cultural, economic and environmental aspects of "globalism" and "privatization."
* Develop policy in an interdisciplinary context—Describe some of the major sociological, psychological, theological, economic and cultural considerations that separate us in the way we view environmental issues. Develop and defend environmental policy choices for business, industry, government and non-governmental institutions in the U.S. or elsewhere.
* Apply ethical codes of conduct in analysis, interpretation and development of environmental policy.

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:

Based on graduation rates for 2018.
Total number of graduates from degree programs includes Burlington based and online associate and bachelor degrees.

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 and complete the Data Inquiry Form.