Overall Rating Silver
Overall Score 47.61
Liaison Tracy Edwards
Submission Date June 12, 2016
Executive Letter Download

STARS v2.0

Frostburg State University
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 0.47 / 8.00 Henry Bullamore
"---" 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:

Total number of graduates from degree programs:

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:

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

Upon successful completion of the undergraduate student’s academic program, it is the expectation of the Department of Geography that Environmental Analysis and Planning students will be able to:

1. Work independently as well as function effectively within a team framework;

2. employ a variety of technological “tools” that, within reason, are available to assist in their investigation of an environmental problem;

3. prepare a environmental consulting report which requires the gathering, analyzing, and integrating quantitative and qualitative information;

4. apply communication skills in oral, written, and map based contexts to present the results of environmental studies;

5. integrate legal, scientific knowledge and techniques from major’s courses to solve problems related to wetland delineation and site planning.

Expanded Description: Environmental Planning is a broad topic encompassing landscape planning, water resource management, airshed planning, land use planning, wildlife refuge planning, solid waste management, health planning and more. Environmental planning requires a knowledge of planning issues and objectives, analytical and writing skills, and practice in integrating different viewpoints and disciplines, collecting information, analyzing and interpreting results, and the presentation of that information. Environmental planning is usually done by an interdisciplinary team working together. Group projects will be done to practice group dynamics and share different viewpoints. A successful environmental planner uses a variety of skills and techniques: writing, math, graphics, computer, word processing, spreadsheet use, mapping, GIS, and geographic and oral presentation. No one is going to have strong background in all areas necessary for comprehensive environmental planning. The objective is not to turn an urban geographer into a wildlife biologist, or a wildlife biologist into a computer scientist, but provide enough background so the tools can be used and different disciplines can communicate with each other. The student should expect some frustration when dealing with new areas, when many in the class will already have a strong background in the topic. The Environmental Planning course is taught as a capstone course, requiring the students to apply skill they have learned in other courses. One of the lecture periods is scheduled as a two hour lab. This is being done experimentally to facilitate working on the many projects during the course. The two hour period helps by having the instructor present for answering project related questions and helps to get the groups together.

Course Objectives
1. To understand why environmental planning is necessary.
2. To obtain knowledge of the content of the following aspects of environmental planning:
Wetland delineation
Site feasibility studies
Site analysis
Environmental assessment
Strip mine permit
Environmental impact statement
Forest Conservation Plans

3. To learn what environment indicators are and how they are used and measured (DO, pH, vegetation, soils, etc).
4. To obtain knowledge of the sources of environmental data.
5. To Obtain experience in collecting environmental data.
6. To Obtain experience with techniques of environmental analysis, such as maps, computer programs, overlays, matrices, checklists, and GIS.
7. To obtain experience in environmental analysis by collecting data and preparing environmental planning documents.
8. To learn and practice skills necessary for achieving planning objective of finding the optimal use of resources. Experiment with several tools of planning, EIS, computer models, simulations, overlays, GIS.
9. To learn how the INTERNET can be used to locate current information on wetland issues and other environmental topics.
10. To learn to use Soil Surveys to gather environmental planning information.

The website URL where information about the institution’s sustainability learning outcomes is available:

Data on graduates is from the Office of Assessment and Institutional Research for AY 15. It includes programs identified as Sustainability related in AC 1.

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.