Overall Rating Gold - expired
Overall Score 70.82
Liaison Rochelle Owen
Submission Date Jan. 7, 2015
Executive Letter Download

STARS v2.0

Dalhousie University
AC-2: Learning Outcomes

Status Score Responsible Party
2.76 / 8.00 Grace Okpala
Sustainability Project Officer
Office of Sustainability
"---" indicates that no data was submitted for this field

Number of students who graduated from a program that has adopted at least one sustainability learning outcome:

Total number of graduates from degree programs:

A copy of the list or inventory of degree, diploma or certificate programs that have sustainability learning outcomes:
A list of degree, diploma or certificate programs that have sustainability learning outcomes:

A list or sample of the sustainability learning outcomes associated with degree, diploma or certificate programs (if not included in an inventory above):

1: College of Sustainability general sustainability learning outcomes

Multiple Literacies:
• Ability to work in and with varied formats of written expression, including academic articles, policy documents, and journalistic sources.
• Ability to assess, create and utilize visual material in support of an argument.
• Ability to manipulate diverse ideas, evaluate evidence, arguments, and conclusions.

• Understanding of complexity, appreciation of the “wicked problem” nature of sustainability challenges.
• Willingness to engage with immediate and timely issues of environment, sustainability, and society.
• Ability to work in ways that are both inquisitive and propositional.

• Ability to synthesize and translate knowledge to varied audiences.
• Understanding of one’s own disciplinary methods, capacities and limitations, and awareness of those of other disciplines.
• Awareness of the range of evidence, analysis and synthesis used in different disciplines and fields, and an appreciation of their various strengths and limitations.

Self-awareness and engagement:
• Understanding of one’s own subjective position in the world.
• Ability to work effectively in collaborations and group situations.
• Understanding of the difference between advocacy and research, and the ability to draw relationships between advocacy and research.
• Understanding of ethical integrity in relation to academic work, research, personal conduct.

2: Sample sustainability learning outcomes of academic courses

SUST 2000.06 - Local Governance, Citizen Engagement and Sustainability
• To learn one approach to problem-based learning (PBL) as a means for exploring a complex sustainability issue and developing a unique solution or a way to address the issue based on collaboration and ideas generated by interdisciplinary teams of students.

• To develop an understanding of sustainability issues experienced at a municipal level, using Halifax as our Case Study

• To gain an understanding of the roles people play in causing/perpetuating sustainability issues and/or creating solutions for those issues as: students, voters, employers and employees in the private and/or corporate sectors, volunteers, home owners, business owners, activists, and engaged citizens.

• To learn a variety of tools that facilitate our ability to work in teams to resolve sustainability challenges at work, in our communities, and in other aspects of our lives.

SUST/ENVS 3502 - Campus as a Living Laboratory
• Define and identify key elements of environment and sustainability issues on campus
• To appropriately scope an environment and sustainability problem evaluation on campus, and understand how to work in teams to undertake it.
• Research and identify environment and sustainability issues relevant to an identified environmental problem on campus
• Develop effective research questions and strategies
• Demonstrate ability to gather data and generate evidence
• Communicate project knowledge with accuracy and credibility to a target audience.
• Develop project planning, implementation and evaluation skill

The website URL where information about the institution’s sustainability learning outcomes is available:

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.