Overall Rating	Platinum
Overall Score	86.18
Liaison	Chris Adam
Submission Date	Dec. 30, 2024

STARS v2.2

Dawson College
AC-1: Academic Courses

Status	Score	Responsible Party
	11.06 / 14.00	Chris Adam Coordinator Sustainability Office

"---" indicates that no data was submitted for this field

Part 1. Sustainability course offerings

Figures required to calculate the percentage of courses offered by the institution that are sustainability course offerings:

	Undergraduate	Graduate
Total number of courses offered by the institution	6,324	0
Number of sustainability-focused courses offered	414	0
Number of sustainability-inclusive courses offered	842	0

Percentage of courses that are sustainability course offerings:

19.86

Part 2. Sustainability course offerings by department

Total number of academic departments that offer courses:

Number of academic departments with sustainability course offerings:

Percentage of academic departments with sustainability course offerings:

46.67

Documentation

A copy of the institution’s inventory of its sustainability course offerings and descriptions:

AC-1_STARS_Academic_Course_Inventory__Dawson_College_VFCA_12232024.xlsx

Do the figures reported above cover one, two, or three academic years?:

One

A brief description of the methodology used to complete the course inventory :

Ac-1 Methodology

Elaborated by Cesar Maldonado

December 2024

Notes:

1. A review of 1 elective year 2023 -2024 was carried out.

2. Worked with Programs not by Departments since the students are part of a program that includes different academic departments.

3. Physical Education Department reviewed all courses taught and verified which ones met at least one SDG and developed a special project for SDG 14 target which was the one with missing courses:

Evidence:https://vimeo.com/780871809/816b173e3c

The project was awarded by CICAN and CEGEP Vert.

1. Certificates were not included as programs

2. The environmental and sustainability certificate includes 116 courses that were reviewed and checked for compliance with aashe standards 3.

3. A keyword review was conducted to analyze the possibility of doing so with ChatGP but was not carried out due to the lack of a way to review the entire syllabus of courses.

4. The review was carried out by an external consultant.

Step 1 Each course description was reviewed by course description to see if it was focused on sustainability according to the three STARS categories or if it only included sustainability concepts or was not related.

Step 2 mapped the sdgs for each course.

Step 3 reviewed and compared current courses against courses from previous 2020 application

Step 4 Courses with bold letters in the course description (to indicate the reason for selection) were double checked separately for verification.

Step 5 Selected courses were reviewed and approved by the sustainability office,

Year	2020	2024
Sustainability inclusive	11.04 %	13.31%
Sustainability-focused	5.02 %	6.55%
Total	16.06%	19.86 %

The courses increased by 24 % au content in sustainability this is due to the implementation of the previous strategic plan and the promotion made by the sustainability office created in 2019.

Goal 1. End poverty in all its forms everywhere

Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture

Goal 3. Ensure healthy lives and promote well-being for all at all ages

Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Goal 5. Achieve gender equality and empower all women and girls

Goal 6. Ensure availability and sustainable management of water and sanitation for all

Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all

Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all

Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation

Goal 10. Reduce inequality within and among countries

Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable

Goal 12. Ensure sustainable consumption and production patterns

Goal 13. Take urgent action to combat climate change and its impacts

Goal 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development

Goal 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss

Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

Total

299

176

659

246

321

260

102

151

453

164

200

522

3751

7.97%

4.69%

17.57%

6.56%

8.56%

0.96%

0.64%

2.11%

0.61%

6.93%

2.72%

4.03%

12.08%

4.37%

5.33%

13.92%

0.96%

100%

Courses from the college course calendar were obtained from the registrar's office for the academic year 2023-24.

Important Note: An increase in sustainability courses was largely the result of changes made in the Social Science department as part of a complete program revision.

How were courses with multiple offerings or sections counted for the figures reported above?:

Each offering or section of a course was counted as an individual course

A brief description of how courses with multiple offerings or sections were counted:

Multiple course sections were each screened as individual teachers may have introduced sustainability-related materiual to cover course competencies while other did not. If sustainability content was found, the course was included.

Optional Fields

Website URL where information about the sustainability course offerings is available:

https://www.dawsoncollege.qc.ca/programs/alphabetical-listing

Additional documentation to support the submission:

---

Data source(s) and notes about the submission:

A DEC is a college-level diploma unique to Quebec. It is granted by the Ministry of Education when a student successfully completes all the requirements of a CEGEP program. DEC stands for diplôme d’études collégiales. Although the English equivalent is Diploma of College Studies, nearly everyone refers to it as a DEC.

Students educated in Quebec who wish to pursue university studies in Quebec must have a DEC. Students who have graduated with a three-year technical DEC (sometimes also referred to as a career program) can enter the workforce directly in their chosen field of study or continue on to university under certain conditions.

1.- CONTRIBUTION OF SUSTAINABLE MONTRÉAL 2016-2020 TO THE 17 SDGs (https://ville.montreal.qc.ca/rapportmontrealdurable/doc/montreal-durable-2016-2020-contribution-aux-ODD-2018-en.pdf)

The Dawson website interchanges the words program, disciplines and profiles at times. The 28 current programs were identified from the College Academic sector.