| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 49.39 |
| Liaison | Ciara Tennis |
| Submission Date | Dec. 31, 2018 |
| Executive Letter | Download |
Eastern Connecticut State University
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
0.65 / 8.00 |
Stephen
Nathan Environmental Earth Science Professor Environmental Earth Science |
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):
Students are offered a Sustainable Energy Science major and minor program option through the EES program. The Sustainable Energy Science degree is appropriate for students interested in the impact of energy consumption on humans and the natural environment and the application of renewable energy to addressing these problems.
The Environmental Earth Science (EES) program as a whole provides a broad-based education in the earth sciences while remaining firmly grounded in geology. The curriculum stresses the materials, processes, and features of the earth; and the ways in which earth scientists address environmental problems. The student selects one track to follow. Courses in chemistry, physics, mathematics, and computing are integrated into the major to provide the diverse background necessary for analyzing environmental problems. The Environmental Earth Science track addresses areas such as geologic hazards and groundwater contamination. In addition to formal coursework, independent studies and internships offer students the opportunity to integrate field, laboratory, technical writing, and/or computer skills in the investigation of environmental problems.
The Biology program also incorporates sustainability into its leaning outcomes. Biology students will - Complete comprehensive course curriculum in ecology/population biology. Develop competence in techniques used in field and laboratory work. Demonstrate ability to use scientific instruments and equipment via relevant hands-on lab and field experiences. Become engaged in a meaningful liberal arts experience. a. Students can explain how biology and its method of study are integrated into a multidisciplinary context. b. Students attend and present at professional conferences and workshops. c. Students act in an informed and ethical manner within the University and society at-large.
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:
This is an informal sample of learning outcomes, similar to those found for sustainability-focused courses that are required for the Environmental Earth Science and Biology programs.
Discipline specific knowledge - By the end of each sustainability related or sustainability focused course, students should, in consideration of the specific discipline, be able to:
1, Define sustainability and determine if an activity, policy, and/or resource is sustainable (e.g., a sustainable energy resource);
2, Understand the cause and effects of Climate Change, e.g., global warming, sea level rise;
3, Understand the basics of sustainability (e.g., regarding various activities, policies, resources) and their environmental/societal impacts;
4, Describe the basics of non-sustainable activities, policies, resources, and their environmental/societal impacts;
5, Explain the interrelationships between items 3 and 4 above;
6, Understand the significance of public policy and sustainability; and
7, Explain the impact of their personal lifestyle in terms of sustainability.
Discipline specific skills - By the end of the course, students should be able to:
1, Read and critically analyze any sustainability topic presented/published in the media;
2, Know specific actions that they as individuals can take to lead more sustainable lives.
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:
Information for this credit was input by Steve Nathan from Environmental Earth Science.
Number of graduates courtesy of Ed Osborn.
Information for this credit was input by Steve Nathan from Environmental Earth Science.
Number of graduates courtesy of Ed Osborn.
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.