Overall Rating Expired
Overall Score Expired
Liaison Tavey Capps
Submission Date Feb. 25, 2015
Executive Letter Download

STARS v2.0

Duke University
AC-2: Learning Outcomes

Status Score Responsible Party
Complete Expired Tavey Capps
Environmental Sustainability Director
Office of the Executive Vice President
"---" 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:
1799

Total number of graduates from degree programs:
4578

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:

Nicholas School of the Environment (http://www.nicholas.duke.edu/about/mission-statement)
*AB in Environmental Sciences and Policy
*BS in Environmental Sciences
*AB in Earth and Ocean Sciences
*BS in Earth and Ocean Sciences
*Minor in Environmental Science and Policy
*Minor in Earth and Ocean Sciences
*Certificate in Energy and Environment
*Certificate in Marine Science and Conservation Leadership
*Master of Environmental Management Degree Program
*Master of Forestry Degree Program
*Certificate in Sustainable Systems Analysis (Masters students)
*PhD (Earth and Ocean Sciences, Environment, Marine Sciences and Conservation)

Chemistry (http://chem.duke.edu/undergraduate/requirements-chemistry-major)
*BS or AB with Environmental Chemistry concentration

Civil and Environmental Engineering (http://www.cee.duke.edu/undergraduate-studies)
*B.S.E. in Civil and Environmental Engineering
*MS in Civil and Environmental Engineering
*M.ENG. in Environmental Engineering
*M.ENG in Engineering Management
*PhD (Hydrology and Fluid Dynamics, Environmental Process Engineering)

Fuqua School of Business
*MBA
*PhD

Global Health Institute
*Co-AB in Global Health
*Minor in Global Health
*Certificate in Global Health (Undergraduate or PhD)
*MS in Global Health

History
*AB in History, Human Rights & Social Movements concentration
*AB in History, Race and Ethnicity concentration

Integrated Toxicology & Environmental Health Program (http://sites.nicholas.duke.edu/envhealth/about/faculty/)
*Certificate in Toxicology & Environmental Health (for PhD)

International Comparative Studies Program
*AB in International Comparative Studies
*Minor in International Comparative Studies

"Political Science
"
*AB with concentration in Security, Peace, & Conflict

Sanford School of Public Policy
*BA in Public Policy Studies
*Master of International Development Policy (concentrations in Environmental Management & Policy, Peace & Conflict Resolution, and Social Policy)
*Master of Public Policy
*PhD

School of Nursing
*BS in Nursing

School of Medicine
*MD

Sociology
*PhD with concentrations in Economic Sociology, Stratification & Mobility, and Stratification, Mobility, & Labor Force Behavior

University Program in Ecology
*PhD in Ecology


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

Example learning outcomes from program websites
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Nicholas School of the Environment: Bachelor of Arts in Environmental Sciences and Policy - The A.B. degree is designed for students interested in the interdisciplinary study of environmental issues. The major permits students to combine studies in natural sciences and engineering with courses in social sciences and humanities to develop particular focus areas or themes relevant to students’ individual interests.

Solving the world’s environmental problems requires an understanding not only of ecological systems but also of the cultural, social, economic, and political forces that act on those systems. The A. B. degree in Environmental Sciences and Policy provides students with this background.
Students who receive the A.B. degree in Environmental Sciences and Policy are well positioned for careers where the ability to think across traditional boundaries is valued. Possible careers include:
* Environmental advising on Capitol Hill or in other local, state or federal government agencies
* Environmental consulting
* Research assistant
* K-12 teaching
* Environmental writing or publishing
* Curriculum development
* Education at museums or other outreach settings
* Majors may also choose to enter a professional graduate program in law, business, public health, or public policy, in which their undergraduate major will provide the basis for specialization.

The A.B. degree stresses a firm foundation in basic natural and social sciences. The central core course, ENVIRON 101, relies on case studies to demonstrate the inherent interdisciplinary nature of environmental problems. Other requirements include a course in probability and statistics, a course in environmental policy, and an independent study, field experience or internship. The remaining required courses in the upper-level curriculum are selected in consultation with the student’s advisor to address a specific theme, area of interest or career objective. At least two courses must be selected from each of the approved lists in natural sciences/engineering and social sciences/humanities.
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Chemistry: Majors with a concentration in Environmental Chemistry must enroll in either ENVIRON 360 Environmental Chemistry and Toxicology, which includes the chemistry of pollutants and case studies focused on human health and ecosystem protection, or CE461L Chemical Principles in Environmental Engineering, which includes study of applied environmental systems such as water treatment, soil remediation, air pollution and green engineering.
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Civil & Environmental Engineering: Our goals for the CEE program are to position our graduates to: use their knowledge and understanding of engineering sciences and design to advance their professional career; think critically when solving and managing tasks; communicate effectively in multidisciplinary, professional environments; exercise professional responsibility and sensitivity in the context of the social, economic, ethical and environmental implications of their engineering work; function effectively and efficiently as an individual and as a part of a team; and pursue life-long learning to earn relevant professional credentials (for example, licensure, professional or graduate degrees).

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Fuqua School of Business: excerpt from website - Connecting Disciplines – exploring how health, the environment, law and public policy are colliding with business. GLOBAL COMMITMENT - To remain true to our mission and produce global leaders of consequence, we are rethinking traditional geographic and intellectual boundaries. The world we now live in is multi-centric, globally interdependent, and dynamic. In order to play our part in addressing tomorrow’s business challenges, we are becoming the world’s first legitimately global business school, based in the economic and cultural hubs of world regions. These cities are in the countries that write their region’s rules and set its cultural tone:
• Dubai, United Arab Emirates
• London, United Kingdom
• New Delhi, India
• Shanghai/Kunshan, China
• St. Petersburg, Russia
This global expansion is supported by the interdisciplinary culture and resources of Duke University.

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Global Health Institute: Opportunities within the field of global health are expanding as the world becomes more interconnected. Recognizing that many global health problems stem from economic, social, environmental, political, and health care inequalities, Duke has designed a new paradigm in global health education and training... A required course for the certificate "introduces major global health problems and social, behavioral, economic, biomedical and environmental determinants of health in resource limited settings. Topics include communicable diseases i.e. HIV, malaria, tuberculosis and common childhood diseases; chronic diseases such as cancer, diabetes, cardiovascular disease and mental health; and determinants of health associated with these diseases, such as poverty, gender imbalance, culture, poor environmental sanitation, malnutrition, tobacco use, and climate change. Other topics may include health promotion, reproductive health, maternal and child health, and disaster preparedness."
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History: *Concentration in Race & Ethnicity: At Duke, we are interested in what W. E. B. Du Bois so famously dubbed “the problem of the color line,” as well as how race and ethnicity intertwine with other collective identities such as community or nation, class or gender. Although embodied and experienced individually, racial and ethnic identities have served to shape social interactions, set the boundaries of inclusion and exclusion, and guide allocations of resources and power... Coursework in racial formations, imperialism, social movements, and policy and political history all explore how race and ethnicity have been made in particular locales and historical moments, as well as how being racialized and ethnicized subjects has affected people’s lived experience and material circumstance.

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"Integrated Toxicology and Environmental Health Program (ITEHP): Research areas of ITEHP faculty are encompassed by three broad, intersecting themes:
*Human Environmental Health and Disease. This theme focuses on the impact of environmental influences on human health. Core focal areas include: (a) Cardio-pulmonary health and disease, (b) Development and children’s health, (c) Neurological health and disease, (d) Cancer and the environment, and (e) Global environmental health.
*Exposure Science. This theme focuses on the impacts of environmental exposure on human health. ITEHP faculty have expertise in detection of organic pollutants including endocrine disrupters, pharmaceuticals, hydrocarbons, and flame retardants, inorganic pollutants including trace metals and metalloids, and organic and inorganic nanomaterials.
*Environmental Toxicology. The focus of this theme is to elucidate molecular mechanisms of action for toxins and other environmental influences on human health."

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International Comparative Studies: The gateway core course examines capitalism and neo-liberal globalization and their relationships to culture, politics, economics, and other social forms and outcomes; considers the workings of transnationalism “from below”; explains and challenges linear and Western-centric thinking about progress and modernity; focuses a historical lens on a range of political discourses, institutions, and projects (nationalist, statist, colonialist, imperialist, anti-colonialist, fundamentalist, and so on) in order to understand them contextually; demonstrates how cultures and identities are dynamically constituted in interaction with historical, material, political, and situational factors; considers how different kinds of inequality and contestation inflect most social formations and dynamics. The capstone seminar uses scholarship, literature and film to revisit some of the key critical transnationalism concepts and themes introduced in the ICS gateway course. Unifying critical transnationalism themes and topics are selected from the following: neo-liberal globalization and its consequences; inequality, power, and social justice; cultural and discursive formations; obstacles to and limits of constituting transnational or global communities in an interconnected world; interactions between identities and institutions on various scales; law, human rights, and memory projects.

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School of Medicine: A required course in the MD program includes the following learning objective: Outline measured differences in access, quality and use of health care services for various local, national, and global populations, and outline the role of healthcare providers in contributing to disparity; explain the clinical and social implications for the disparate populations; be knowledgeable about the social determinants of health and social influence on health outcomes, including education, socio-economic status, race, gender, and other social influences; discuss the variety of challenges entailed in achieving health care parity.

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School of Nursing: A required course for the BS in Nursing includes synthesizing the core public health functions while examining contemporary issues--locally, nationally, globally-- that increase risk or promote, maintain and restore health. Contemporary issues include health of immigrants and refugees, nursing care in disasters, person-health-environment interactions, and nursing's role in promoting social justice.

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Sanford School of Public Policy: excerpt from School goals/learning outcomes-- As a liberal arts major, public policy studies teaches students to read critically, think analytically, and write concisely. Through rigorous coursework in multiple fields, including economics, statistics, political science, history and ethics; through electives in substantive areas; and through a policy oriented internship, PPS students learn how knowledge gained through research can be used to address domestic and international problems.

Mission Statement: A major in public policy studies aims to teach students how to make a difference in the complex policy issues of today. The curriculum provides students skills in political and economic analysis, knowledge about how to lead people and organizations, and a strong ethical foundation for decision-making.

The broad intellectual goals of any major should relate in some way to the goals of a liberal arts education. The Report on Yale College Education (April 2003), produced by a committee chaired by Richard Brodhead, listed the skills a liberal arts education should deepen. The public policy major at Duke encourages students to work toward the goals outlined in visions of a liberal arts education, which are also reflected in the Philosophy of Trinity College.

The goals of the major in public policy studies are both pedagogical and policy specific. First, we aim to create a learning environment in which students 1) draw on skills from multiple disciplines, 2) learn to write concisely and clearly, and 3) consider the ethical implications of their actions.

Second, the topics explored in the major should lead students 1) to think in terms of global problems and international relations, 2) to analyze the policies surrounding new advances in science (i.e., genomics) and technology (i.e., intellectual property and the Internet), and 3) to engage in solving important social problems.
In 1971, with the help of Professor Joel Fleishman, Sanford launched Duke’s public policy program in order to educate a new kind of pragmatic, ethical leader prepared to contribute in any work sector. An equally important goal was to make it possible for scholars and policymakers to interact with, and learn from, each other.

Nearly 40 years later, our public policy program continues to grow in remarkable ways. This maturation led to Sanford becoming Duke’s tenth School in 2009. The change is attracting creative scholars to our faculty, which has grown by 50 percent in the last four years.

These scholars deepen our capacity to teach core analytical skills. They also expand our depth of expertise in environmental and energy policy, global governance and development policy, communications policy, child policy, social policy, and global health and population. Our leadership program, our visiting journalists program and numerous active research centers in areas such as philanthropy and civil society are bringing in fresh, outside perspectives. Students are benefiting from increased research opportunities and financial aid, and closer mentoring.

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University Program in Ecology (UPE): A required course for UPE is "Ecological perspectives: Ecophys to Ecosystems", which includes a focus on human impacts that affect the movements of energy and materials in ecosystems.


The website URL where information about the institution’s sustainability learning outcomes is available:
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In 2013-2014, 70 students graduated with degrees from multiple programs with sustainability learning objectives, including 38 undergraduates, 28 masters students, and 1 PhD student.

Several programs have been added to Duke's inventory of programs with sustainability learning objectives since our last submission. These programs existed -- likely with sustainability learning objectives -- at the time of our previous submission. They include the following:

*Chemistry AB or BS with a concentration in Environmental Chemistry
*History AB with concentrations in Human Rights & Social Movements and Race & Ethnicity
*Political Science AB with concentration in Security, Peace, & Conflict
*Interdepartmental AB with joint study in Economics & Environment, Economics & Public Policy, Economics & Sociology, and Environment & Sociology
*Sociology PhD with concentrations in Economic Sociology; Stratification & Mobility; and Stratification, Mobility, & Labor Force Behavior
*PhD with a certificate in Toxicology & Environmental Health

Several programs with sustainability learning outcomes do not offer a terminal Master's degree. However, students leaving the PhD program may receive an MA or an MS. These students have been included.

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.