| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 70.54 |
| Liaison | Tavey Capps |
| Submission Date | Oct. 18, 2013 |
| Executive Letter | Download |
Duke University
ER-5: Sustainability Course Identification
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Tavey
Capps Environmental Sustainability Director Office of the Executive Vice President |
Has the institution developed a definition of sustainability in the curriculum?:
A copy of the institution's definition of sustainability in the curriculum?:
The Duke University Education Subcommittee of the Campus Sustainability Committee (CSC) has developed the following definitions of sustainability literacy and sustainability courses:
Sustainability is defined as meeting the needs of the present without compromising the ability of future generations to meet their needs. This must be achieved in a manner that is ecologically sound, socially just, and economically viable. To achieve sustainability literacy a student should:
- Know about the interconnections and interdependency of ecological, social, and economic systems. They should demonstrate understanding of how the health of these systems determines the sustainability of natural and human communities and cultures at local, regional, national, and global levels.
- Be engaged in inquiry and systems thinking and use information gained through learning experiences in, about, and for the environment to understand the structure, components, and processes of natural and human-built environment
- Be prepared to use the above knowledge and skills to apply knowledge in the service of society in solving climate and environmental issues and to incorporate these principles in their professional and civic life
A “sustainability” course is one that:
- Educates students about the interconnections and interdependency of ecological, social, and economic system and develops an understanding of how the health of these systems determines the sustainability of natural and human communities and cultures at local, regional, national, and global levels
- Engages participants in inquiry and systems thinking and empowers students to apply knowledge in the service of society in solving climate and environmental issues and to incorporate these principles in their professional and civic
Has the institution identified its sustainability-focused and sustainability-related course offerings?:
A brief description of the methodology the institution followed to complete the inventory:
Review of courses and course descriptions within the online course catalog that meet our definition of sustainability content. Courses are identified as either sustainability-related (some attention to sustainability) or sustainability-focused (primary attention to sustainability).
Does the institution make its sustainability course inventory publicly available online?:
The website URL where the sustainability course inventory is posted:
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.