| Overall Rating | Silver |
|---|---|
| Overall Score | 48.10 |
| Liaison | Jen Jones |
| Submission Date | March 3, 2023 |
College of Charleston
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
7.62 / 8.00 |
Jen
Jones Director Center for Sustainable Development |
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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?:
Yes
Which of the following best describes the sustainability learning outcomes?:
Sustainability-focused
A list of the institution level sustainability learning outcomes:
The College of Charleston's current Quality Enhancement Plan (“Sustainability Literacy as a Bridge to Addressing 21st Century Problems") is a campus-wide reaccreditation campaign that helps the university meet standards set by the Southern Association of Colleges and Schools Commission on Colleges. Every 10 years, SACSCOC mandates universities plan and implement a unifying initiative, approved by the university's executive leadership team, with broad campus buy-in and reach. In Charleston, that team included the President, Provost and Executive Vice President of Business Affairs, amongst others.
Reviewed and committed to by leaders at the highest level of our institution, this QEP has five (5) goals and seven (7) student learning outcomes that apply to the entire student undergraduate body. The five goals are:
1) Build Awareness of the three systems of the Triple Bottom Line of sustainability and how these three systems are related to one another.
2) Cultivate sustainability literacy by developing students’ fluency in systems thinking.
3) Demonstrate the impact of production and consumption practices on the three systems of the Triple Bottom Line.
4) Demonstrate the impact of production and consumption practices on the three systems of the Triple Bottom Line.
5) Students advocate for resiliency at the individual, institutional, community, national or international level
Student learning outcomes were formulated to assess these goals. The student learning outcomes are:
1a) Students identify the three systems of sustainability and the relationship between them.
1b) Students identify key ways to be more sustainable in their personal life and on campus.
2a) Student identify policies and practices that have led to unsustainability.
2b) Student synthesize knowledge from two or more systems to address a sustainability problem.
3a) Students demonstrate the impact of production/consumption practices on social,
economic and/or ecological systems.
4a) Students design a solution to a given sustainability problem.
5a) Students advocate for resiliency at the individual, institutional, community, national or
international level.
The university advances this first of five goals and this first of seven student learning outcomes by engaging in teaching modules presented to all first-year College of Charleston students, and student learning and comprehension is assessed by a formal survey.
Reviewed and committed to by leaders at the highest level of our institution, this QEP has five (5) goals and seven (7) student learning outcomes that apply to the entire student undergraduate body. The five goals are:
1) Build Awareness of the three systems of the Triple Bottom Line of sustainability and how these three systems are related to one another.
2) Cultivate sustainability literacy by developing students’ fluency in systems thinking.
3) Demonstrate the impact of production and consumption practices on the three systems of the Triple Bottom Line.
4) Demonstrate the impact of production and consumption practices on the three systems of the Triple Bottom Line.
5) Students advocate for resiliency at the individual, institutional, community, national or international level
Student learning outcomes were formulated to assess these goals. The student learning outcomes are:
1a) Students identify the three systems of sustainability and the relationship between them.
1b) Students identify key ways to be more sustainable in their personal life and on campus.
2a) Student identify policies and practices that have led to unsustainability.
2b) Student synthesize knowledge from two or more systems to address a sustainability problem.
3a) Students demonstrate the impact of production/consumption practices on social,
economic and/or ecological systems.
4a) Students design a solution to a given sustainability problem.
5a) Students advocate for resiliency at the individual, institutional, community, national or
international level.
The university advances this first of five goals and this first of seven student learning outcomes by engaging in teaching modules presented to all first-year College of Charleston students, and student learning and comprehension is assessed by a formal survey.
Total number of graduates from degree programs:
2,280
Number of graduates from degree programs that require an understanding of the concept of sustainability:
461
A brief description of how the figure above was determined:
The figure above was determined by totaling the number of graduates from the programs below using the figures the College reports to IPEDS from academic year 2021-2022.
A list of degree programs that require an understanding of the concept of sustainability:
Historic Preservation and Community Planning
Business Administration
Entrepreneurship
Leadership for Sustainability
Hospitality and Tourism Management
Public Health
Environmental and Sustainability Studies
Crime, Law and Society
Anthropology
Urban Studies
Women's and Gender Studies
Geology
Cultural Sustainability Certificate
Sustainability and 21st Century Business Solutions Certificate
Business Administration
Entrepreneurship
Leadership for Sustainability
Hospitality and Tourism Management
Public Health
Environmental and Sustainability Studies
Crime, Law and Society
Anthropology
Urban Studies
Women's and Gender Studies
Geology
Cultural Sustainability Certificate
Sustainability and 21st Century Business Solutions Certificate
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
One
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
20.22
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:
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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.