Overall Rating Silver
Overall Score 59.66
Liaison Christina Erickson
Submission Date Aug. 15, 2022

STARS v2.2

Champlain College
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 2.79 / 8.00 Monique Taylor
Academic Affairs
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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:

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 undergraduates are required to take the 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.

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:

Total number of graduates from the Environmental Studies & Policy Program in 2021 (now Applied Sustainability as of Fall 2022) + total number of graduates from the Stiller School of Business.

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

Applied Sustainability* Program Outcomes: (*program is starting Fall 2022, but is adapted from prior Environmental Studies & Policy program)

* Communication: Effectively articulate the concept and practice of sustainability, demonstrating theoretical and practical knowledge of ecological, social, and economic systems and their intersections through interpersonal, written, oral, persuasive, and conflict management skills. Employ culturally appropriate modes of communication for diverse audiences.

* Research, Data Interpretation, and Technology Use: Execute measures appropriate for information gathering for sustainability through qualitative and quantitative methods and reasoning. Apply and evaluate scientific analysis as it relates to sustainability. Explain the role of technology in the field(s).

* Collaboration: Work with diverse stakeholders to ensure equity in representation for inclusive sustainability solutions. Execute rhetorical and conflict management skills to successfully navigate group dynamics.

* Systems-thinking: Analyze complex systems across different domains (society, environment, economy, cultural, political) and at varying scales (local to global) through considering cascading effects, inertia, feedback loops, emergence, and other systemic features in order to develop insights related to sustainability issues, challenges, and opportunities (past, current, and future).

* Transdisciplinary Thinking: Assess, integrate, and apply the concepts and methods of different academic disciplines including environmental, sociological, psychological, theological, economic, scientific, and cultural frameworks to conduct and communicate sustainability research that transcends disciplinary boundaries.

* Ethics: Analyze, critique, and apply Ethical Codes of Conduct in the analysis, interpretation, and development of sustainability solutions in relevant disciplines.

* Antiracism: Recognize manifestations of privileges, power, and white supremacy in local, regional, and global contexts to actively ensure diverse perspectives and worldviews (including legal, cultural, and spiritual) are held in equal regard when considering, developing, and implementing sustainability solutions.

* Understanding and Applying Interconnectedness: Demonstrate understanding of the ways that humans and other living beings/species cohabitate on the planet and apply principles and applications that promote shared coexistence.


All Stiller School of Business students, regardless of major, have to take BUS 210: Corporate Social Responsibility. Course description This course explores how business can be a force for positive change in the world. Students examine how CSR is more than simply being 'less bad', but rather how being 'good' involves creating sustainable value both within a company and beyond. Through theoretical and hands-on exploration with CSR-minded companies, students learn how to balance the needs of a wide array of stakeholders, from shareholders to customers, local communities, and even the natural environment to change the world through business.

additional learning outcomes for each major include:

Stiller School of Business Program Learning Outcomes
* The Advisor: Evaluate the impact of industry specific regulations in the areas of financial reporting, tax, managerial accounting, and auditing for the purpose of identifying and planning strategies for enhanced financial performance.
* The Analyst: Use analytical problem solving skills and appropriate tools to assess the financial wellbeing and appropriate strategy of an organization.
* The Ethical and Informed Decision Maker: Apply ethical accounting practices that promote the integrity of financial information to ensure that credible data inform business decisions.

Business Administration:
* The Agile Career Navigator will adapt and thrive while moving confidently across jobs and industries.
* The Constantly Curious Learner will be able to recognize and respond to a dynamic business environment, equipped to create new knowledge, identify and question assumptions and biases, and bring new insights to address these complex challenges.
* The Resourceful Changemaker will influence positive change within their business environments using business/management principles such as interpersonal and leadership skills, organizational theory, risk assessment, design thinking, and courage.
* The Effective Communicator will employ a range of strategies to facilitate communication and collaboration to address the needs of all affected stakeholders to achieve desired organizational objectives.
* The Social Impact Innovator will be courageous, purpose-driven, have the capacity to deal with ambiguity and paradox, see broad perspectives of issues, show energy and resilience, hold both entrepreneurial and intrapreneurial mindsets, and be a driver of change.

Game Business & Publishing:
* The Skilled Communicator
Champlain Competency: Communication
The Game Business Professional is an effective communicator in all forms: written, verbal, or visual. Whether presenting to business partners, broadcasting to their communities, or drafting research results, they can effectively convey ideas, information, and intentions in a manner that is appropriate to the topic, situation, and audience. They are able to accurately and critically interpret the messages produced by those they are engaged with and provide clear and appropriate responses.
* The Collaborative Leader
Champlain Competency: Collaboration; Diversity, Equity, & Inclusion
The Game Business Professional leverages their collaborative, leadership, and interpersonal skills to effectively organize and manage collaborative relationships in and outside of their organizations. Able to evaluate the intersections, influences, and social contexts of both game communities and the larger world, they make decisions and advocate for policies from a position of shared humanity and openness towards difference.
* The Change Agent
Champlain Competency: Creativity; Inquiry; Analysis; Integration
Undaunted by an industry that continuously reinvents itself, the Game Business Professional thinks, works, and responds with a high degree of originality, divergent thinking, and risk taking. Able to identify, formulate, and communicate skillful inquiry, they critically and thoroughly examine their own assumptions and those of others. Equally capable of separating complex issues into component parts and of synthesizing a range of ideas, disciplines, and experiences, the Game Business Professional is a catalyst for positive change.
* The Globally Conscious Professional
Champlain Competency: Global & Cultural Understanding
Conscious of the complex, interdependent nature of games and technology, the Game Business Professional is aware of the implications that their actions have on our lives and our planet. They strive to be knowledgeable about the natural, physical, social, cultural, economic, or political systems and contexts surrounding entertainment globally in order to make informed, responsible, and sustainable decisions.
* The Data-Driven Strategist
Champlain Competency: Technology & Information Literacy; Science & Quantitative Literacy
Proficient in the ability to find, store, and synthesize data, metrics, and measures, Game Business Professionals are able to answer questions and develop knowledge through the utilization and management of technology. They are confident in interpreting quantitative and qualitative information, applying appropriate mathematical methods to solve problems, and communicating solutions in the appropriate context.

Game Production Management
* The Communicator: An effective communicator in all forms: written, verbal, or visual. Can effectively convey ideas, information, and intentions in a manner that is appropriate to the topic, situation, and audience in both interpersonal and presentation situations. Able to accurately and critically interpret the messages produced by those they are engaged with, responding appropriately and with clarity.
* The Collaborative Leader: Possesses the collaborative, leadership, and interpersonal skills to effectively organize and manage a team environment that ensures the collective success of the group in the creation of a game or game business venture. They believe in the importance of a bias-free, inclusive working environment and have the ability to cultivate and maintain a team climate that both encourages and benefits from diverse perspectives and the free exchange of ideas.
* The Innovative, Strategic Planner: Demonstrates effective project management as the team's key production or business strategist developing a pathway to success. Has the ability to identify, formulate, and communicate questions which guide research and development of games, covering the breadth from early conceptualization of identifying key game markets to launching a financially viable product or business. Separates and organizes complex topics into their component parts to look beyond their own assumptions and the assumptions of others to generate viable, actionable strategies. Combines or synthesizes information and existing ideas in innovative ways to generate new strategies and solve problems for the team toward the successful creation and release of the game.
* The Data-Driven Thinker: Proficient in the ability to find, store, and synthesize data, metrics, and measures to answer questions, develop knowledge, and communicate solutions in the appropriate context. Utilizes and manages technology and interprets quantitative and qualitative information applying appropriate mathematical methods to ensure decisions are being made for the game and the team based on sound data.
* The Game Business Professional: As the often outward-facing member of a game development or business team, engages in an ethically and socially responsible manner to set an example of high standards and responsibility for all. Is thoughtful and conscious of interdependent global systems including culture, economics, politics, and their implications for our lives and the Earth. Conducts themselves with a high degree of integrity, demonstrating awareness of the impact of their actions personally, on their team, and in the world.

International Business
* The Cultural Empathizer: Identify and evaluate the complexities of international business and globalization from home versus host country, regional, and cultural perspectives.
* The Global Strategist: Analyze the relationships between international business and the political, economic, legal, and social policies of countries, regions, and international institutions to develop a framework for successful decision-making.
* The Emerging Markets Analyst: Analyze current conditions in developing and emerging markets and evaluate present and future opportunities and risks for international business activities.
* The Global Entrepreneur: Use creative thinking and innovative strategies to see new global opportunities, employ available and potential resources, manage risks, anticipate and overcome barriers, and collaborate with international partners to create shared value.

* observe and interpret financial markets to uncover potential opportunities;
* apply best practices in financial management to make plans, organize projects, monitor outcomes, and provide financial leadership;
* apply best practices to create, evaluate, and rebalance financial portfolios to achieve investment outcomes;
* develop and apply financial models and use datasets to make financial decisions;
* synthesize concepts from multiple business disciplines to address novel, systems-level business situations;
* analyze and evaluate evidence and appraise alternative viewpoints;
* apply business theories and concepts to practical problems;
* use written, oral, and nonverbal messages to convey ideas, information, and intentions effectively in the business environment;
leverage digital tools to support successful business decision-making, organizational communication, business operations, and customer relations;
use team skills, such as leadership, followership, and human relations, to promote organizational effectiveness and contribute meaningfully to team projects;
* diagnose communication issues and evaluate business environments in multinational and multicultural case settings and propose appropriate solutions;
* use analytic and quantitative techniques to understand data, make sound inferences, and make well-supported decisions;
*participate in community-based projects that make a difference in the civic life of our communities and reflect on the ethical and societal implications of such activities for corporations;
*use multiple approaches to generate alternative innovative, organizational change strategies;
* develop a personal code of values and ethics that includes, among other things, a commitment to understanding yourself and others; and
diagnose your own learning needs and formulate goals and strategies to seek knowledge from multiple sources.

* The Marketing Strategist: Demonstrate mastery in marketing strategy by applying market research data, consumer behavior theory, and in-depth analysis to create a strong foundation for the development of a brand that resonates with stakeholders.
* The Savvy Communicator: Exhibit multi-channel media fluency, applying communication skills including oral, written, visual, digital, and technological to successfully engage multiple stakeholders.
* The Data-Driven Marketer: Intentionally utilize an ethical, analytic, data-driven approach to continuously improve marketing approaches.
* The Ethical Marketer: Carefully evaluate and assess not only the legal but also the ethical implications of strategic marketing campaigns, as well as their own individual actions and decisions.
* The Life-Long Learner: Stay up to date in relevant marketing disciplines through formal and informal learning opportunities; continuous observation, investigation, and exploration; and an appreciation for the rapidly changing nature of the field.

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:

Based on graduation rates for 2021.
Total number of graduates from degree programs includes Burlington based and online associate and bachelor degrees.

Based on graduation rates for 2021.
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 or simply email your inquiry to stars@aashe.org.