| Overall Rating | Gold |
|---|---|
| Overall Score | 65.31 |
| Liaison | Amanda Whittingham |
| Submission Date | Oct. 22, 2024 |
Fanshawe College
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
4.31 / 8.00 |
Amanda
Whittingham Sustainability Coordinator Facilities Operations and Sustainability |
Part 1. Institutional sustainability learning outcomes
Which of the following best describes the sustainability learning outcomes?:
A list of the institution level sustainability learning outcomes:
The Signature Innovative Learning Experience – or SILEx for short – is a rich, experiential learning opportunity embedded in the program curriculum at the culminating level. Together with Job Skills for the Future, the SILEx will differentiate Fanshawe College graduates and give them an employment advantage
The SILEx meets all of the following criteria:
- a unique and innovative experiential learning opportunity – one SILEx per program
- offered in the final level or year of a program – prepares the student for the transition to the workplace
- aligns with one or more program and course learning outcomes – predominantly at the culminating level
- an evaluated element of the curriculum in one (or more) courses – graded by faculty
- required of all students in a program – a shared experience for all students
- linked directly to one SILEx category – categories are broad and align with College priorities
- provides an opportunity for self-reflection – assists graduates in articulation of learning
The SILEx is linked explicitly with only one of five categories: Applied Research, Entrepreneurship, Global Projects, Live Client Interactions, and Multi-disciplinary Projects. The SILEx may fit in more than one category, but the chosen category will best reflect the essence of the learning experience and the associated learning outcomes.
Global Projects
Within the program curriculum, individual students or student teams work with a Canadian or international organization to address a global problem or opportunity. Students demonstrate their learning in a vocational area and deliver value to the external partner. Students may work with students at other domestic or international institutions, but the global focus of the project is its defining feature.
Examples: environmental scan, prototype, situational analysis, recommendation report, action plan, marketing strategy, presentation to external organization, global business strategy for Canadian business
Part 2. Program-level sustainability learning outcomes
Number of graduates from degree programs that require an understanding of the concept of sustainability:
A brief description of how the figure above was determined:
The academic inventory was applied to the program inventory. Graduates from programs that are sustainability-focused (170) and graduates from programs containing sustainability-focused course(s) (2904) were to added together.
A list of degree programs that require an understanding of the concept of sustainability:
Sustainability-focused programs:
- Adventure Expeditions and Interpretive Leadership
- Agri-Business Management
- Agri-Business Management
- Building Renovation Technology
- Environmental Technology
- Honours Bachelor of Environmental Design and Planning
- Oneida - Foundations of Language and Culture
- Renewable Energies Technician
Programs containing at least 1 sustainability-focused course:
- Addictions and Mental Health
- Advanced Law Enforcement, Investigations and Security
- Architectural Technology
- Autism and Behavioural Science
- Business
- Business - Entrepreneurship and Management
- Business Administration - Leadership and Management
- Chemical Laboratory Technology - Science Laboratory
- Civil Engineering Technology
- Construction Engineering Technology
- Construction Project Management
- Dental Hygiene
- Design Foundations
- Developmental Services Worker
- Developmental Services Worker
- Early Childhood Education
- Early Childhood Education
- Electronics and Embedded Systems Development
- Fashion Design
- Fashion Marketing and Management
- Fire Inspection and Fire Safety Education
- General Arts and Science
- General Arts and Science - One Year
- General Arts and Science - One Year (English Language Studies)
- Geographic Information Systems (GIS)
- GIS and Urban Planning
- Golf and Club Management
- Health Systems Management
- Honours Bachelor of Applied Technology - Biotechnology
- Honours Bachelor of Commerce (Accounting)
- Honours Bachelor of Commerce (Digital Marketing)
- Honours Bachelor of Commerce (Human Resources Management)
- Honours Bachelor of Commerce (Management)
- Honours Bachelor of Early Childhood Leadership
- Honours Bachelor of Interior Design
- Hospitality and Tourism Operations Management
- Human Services Foundation
- International Business Management
- Landscape Design
- Law Clerk
- Police Foundations
- Police Foundations
- Police Foundations
- Protection, Security and Investigation
- Recreation and Leisure Services
- Social Service Worker
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
Optional Fields
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The excel document contains the list of program and their learning outcomes as well as the total number of graduates. Part-time programs, microcredentials and Declaration of Academic Achievement (DOAA) have been excluded to include only undergraduate and graduate level programs. All programs listed for this credit are sustainability focused or inclusive.
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.