| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 54.89 |
| Liaison | Wendy Harness |
| Submission Date | July 6, 2017 |
| Executive Letter | Download |
Delta College
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
0.00 / 8.00 |
Linda
Petee Sustainability & Risk Management Coordinator Facilities Management |
Total number of graduates from degree programs (i.e. majors, minors, concentrations, certificates, and other academic designations):
Number of students that graduate from programs that have adopted at least one sustainability learning outcome:
Percentage of students who graduate from programs that have adopted at least one sustainability learning outcome:
Do the figures reported above cover one, two, or three academic years?:
Does the institution specify sustainability learning outcomes at the institution level (e.g. covering all students)?:
Does the institution specify sustainability learning outcomes at the division level (e.g. covering particular schools or colleges within the institution)?:
A list or brief description of the institution level or division level sustainability learning outcomes:
Does the institution specify sustainability learning outcomes at the program level (i.e. majors, minors, concentrations, degrees, diplomas, certificates, and other academic designations)?:
A list or brief description of the program level sustainability learning outcomes (or a list of sustainability-focused programs):
Do course level sustainability learning outcomes contribute to the figure reported above (i.e. in the absence of program, division, or institution level learning outcomes)?:
A list or brief description of the course level sustainability learning outcomes and the programs for which the courses are required:
Sustainability-related classes may include sustainability as a unique course component or module, or infuse sustainability concepts as appropriate throughout the course.
Students who successfully complete sustainability-related courses at Delta College receive a sustainability-related designation on their transcripts beside each S-related course.
Sustainability education is more than just transferring knowledge about sustainability issues and how to tackle them. It has a focus on changing mindsets, developing skills in critical and systemic thinking, and enhancing capacity for facilitating change. It is about giving people, communities and organizations, new sets of skills and knowledge, so that they can identify and respond to sustainability challenges, in ways which lead to long-term and sustained change.
Ideally, a Sustainability-Related class would advance all three components listed below; however, including two components – one being environmental – is also sufficient. The course instructor need not teach specific content in the component areas, but introduce and emphasize the interconnectedness between them.
1. Environmental sustainability is a state in which the demands placed on the environment can be met without reducing its capacity to allow all people and supporting ecosystems to flourish indefinitely. It includes the ability to manage the use of renewable and non-renewable resources so that we will continue to have natural resources necessary to support a healthy life and healthy environment in the future.
2. Social sustainability is the ability of a social system, such as a community or a country, to satisfy human needs and to function at an acceptable level of social well-being and satisfaction indefinitely. It involves the harmonious evolution of a civil society with culturally and socially diverse groups seeking improvements in the quality of life for all segments of the population.
3. Economic sustainability is the state in which individuals, corporations, and political units take actions related to natural, human, and financial resources so that responsible decisions are made regarding long-term social and environmental impact.
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
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.