| Overall Rating | Gold |
|---|---|
| Overall Score | 71.19 |
| Liaison | Margaret Bounds |
| Submission Date | March 1, 2024 |
Connecticut College
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
5.31 / 8.00 |
Doug
Thompson Faculty Director of Sustainability Office of Sustainability |
"---"
indicates that no data was submitted for this field
Part 1. Institutional sustainability learning outcomes
Yes
Which of the following best describes the sustainability learning outcomes?:
Sustainability-supportive
A list of the institution level sustainability learning outcomes:
Social Different and Power Requirement:
Students will articulate alternative visions for the future that challenge systems of inequality and injustice by:
• Questioning social location, including how social location shapes human interactions, socially, politically, and economically
• Examining the intersections of gender, race, ethnicity, religion, nationality, sexuality, class, documentation/citizenship, and ability
• Critiquing systems of power that structure gender, race, ethnicity, religion, nationality, sexuality, class, documentation/citizenship, and ability
• Analyzing from multiple perspectives the historical origins of ethnocentrism, racism, patriarchy, heterosexism, colonialism, ableism, sexism, anarchism, capitalism, etc.
Connections Curriculum Learning Outcomes:
Connections seeks to achieve the following learning outcomes for our students:
• Encourage intellectual and creative inquiry – within and beyond their major – that is personally meaningful and relevant to contemporary global/local concerns.
• Challenge them to see interdisciplinary connections and expand their integrative and problem-solving capacities.
• Cultivate their appreciation for different modes of intellectual inquiry and for the complexity of cultural understanding.
• Encourage a more nuanced understanding of where their studies within a
particular disciplinary major fit within a larger intellectual and social context.
• Develop their capacities for turning their learning into practice and their practice into learning through active and critically informed engagement with local and global communities.
• Nurture their reflective capacity to step back from their studies and global/local community engagement and apply a critical and ethically informed lens to all that they are learning.
Students will articulate alternative visions for the future that challenge systems of inequality and injustice by:
• Questioning social location, including how social location shapes human interactions, socially, politically, and economically
• Examining the intersections of gender, race, ethnicity, religion, nationality, sexuality, class, documentation/citizenship, and ability
• Critiquing systems of power that structure gender, race, ethnicity, religion, nationality, sexuality, class, documentation/citizenship, and ability
• Analyzing from multiple perspectives the historical origins of ethnocentrism, racism, patriarchy, heterosexism, colonialism, ableism, sexism, anarchism, capitalism, etc.
Connections Curriculum Learning Outcomes:
Connections seeks to achieve the following learning outcomes for our students:
• Encourage intellectual and creative inquiry – within and beyond their major – that is personally meaningful and relevant to contemporary global/local concerns.
• Challenge them to see interdisciplinary connections and expand their integrative and problem-solving capacities.
• Cultivate their appreciation for different modes of intellectual inquiry and for the complexity of cultural understanding.
• Encourage a more nuanced understanding of where their studies within a
particular disciplinary major fit within a larger intellectual and social context.
• Develop their capacities for turning their learning into practice and their practice into learning through active and critically informed engagement with local and global communities.
• Nurture their reflective capacity to step back from their studies and global/local community engagement and apply a critical and ethically informed lens to all that they are learning.
Part 2. Program-level sustainability learning outcomes
420
Number of graduates from degree programs that require an understanding of the concept of sustainability:
174
A brief description of how the figure above was determined:
Learning goals for departments, programs and centers were compiled from the college catalog under the entry for that department, program or center. The number of graduates from each major, minor, program or center in the class of 2022 was pulled from an annual report prepared by the Office of Institutional Research and Planning. We were not able to account for double majors in our inventory.
A list of degree programs that require an understanding of the concept of sustainability:
The complete list of learning outcomes and/or sustainability-focused programs and the number of graduates from each program is in the inventory uploaded below.
Programs with sustainability learning outcomes are as follows:
Anthropology Major (5 graduates)
Botany Major (6 graduates)
Economics Major (75 graduates)
Environmental Studies Major (27 graduates)
Environmental Studies Minor (13 graduates)
Ammerman Center for Arts and Technology (10 graduates)
Goodwin-Niering Center for the Environment (9 graduates)
Social Justice and Sustainability Integrative Pathway (13 graduates)
Peace and Conflict Integrative Pathway (12 graduates)
Global Capitalism Integrative Pathway (4 graduates)
Programs with sustainability learning outcomes are as follows:
Anthropology Major (5 graduates)
Botany Major (6 graduates)
Economics Major (75 graduates)
Environmental Studies Major (27 graduates)
Environmental Studies Minor (13 graduates)
Ammerman Center for Arts and Technology (10 graduates)
Goodwin-Niering Center for the Environment (9 graduates)
Social Justice and Sustainability Integrative Pathway (13 graduates)
Peace and Conflict Integrative Pathway (12 graduates)
Global Capitalism Integrative Pathway (4 graduates)
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:
41.43
Optional Fields
Additional documentation to support the submission:
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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.