| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 46.07 |
| Liaison | Michelle McCollum |
| Submission Date | April 30, 2020 |
George Brown College
AC-1: Academic Courses
| Status | Score | Responsible Party |
|---|---|---|
|
10.07 / 14.00 |
Sandra
Neill Curriculum Analyst Academic Excellence |
"---"
indicates that no data was submitted for this field
Part 1. Sustainability course offerings
| Undergraduate | Graduate | |
| Total number of courses offered by the institution | 2,418 | 0 |
| Number of sustainability-focused courses offered | 0 | 0 |
| Number of sustainability-inclusive courses offered | 252 | 0 |
Percentage of courses that are sustainability course offerings:
10.42
Part 2. Sustainability course offerings by department
26
Number of academic departments with sustainability course offerings:
23
Percentage of academic departments with sustainability course offerings:
88.46
Documentation
Do the figures reported above cover one, two, or three academic years?:
One
A brief description of the methodology used to complete the course inventory :
The course inventory includes updated data from the College's 2014 sustainability in curriculum audit and data from a more recent audit to capture any new courses that have been added since then. The course content that was included in the 2014 audit is still current and is labelled "PART 1" in the document title, and is attached as additional information under the Optional Fields. The course inventory that includes updated data is labelled PART 2 in the document title.
We started by identifying Course Learning Outcomes (CLOs) as the most important curricular location for sustainability themes, because colleges are required to teach and evaluate student achievement of the Course Learning Outcomes. When sustainability themes are embedded within CLOs, this means the concepts are taught, practiced, and evaluated.
To collect our data, every course outline from every active program of instruction was reviewed to identify environmental, social and economic sustainability themes embedded within Course Learning Outcomes.
Results were tracked in a spreadsheet. Detailed breakdown indicates which specific CLOs contained sustainability themes; whether the type of sustainability identified was environmental, social, economic or a blend of two or more of these; whether each individual course met STARS criteria for sustainability-inclusive or sustainability-focused; whether each program as a whole met STARS criteria for sustainability-inclusive or sustainability-focused. We also counted how many courses per program were sustainability-inclusive and/or sustainability-focused.
We started by identifying Course Learning Outcomes (CLOs) as the most important curricular location for sustainability themes, because colleges are required to teach and evaluate student achievement of the Course Learning Outcomes. When sustainability themes are embedded within CLOs, this means the concepts are taught, practiced, and evaluated.
To collect our data, every course outline from every active program of instruction was reviewed to identify environmental, social and economic sustainability themes embedded within Course Learning Outcomes.
Results were tracked in a spreadsheet. Detailed breakdown indicates which specific CLOs contained sustainability themes; whether the type of sustainability identified was environmental, social, economic or a blend of two or more of these; whether each individual course met STARS criteria for sustainability-inclusive or sustainability-focused; whether each program as a whole met STARS criteria for sustainability-inclusive or sustainability-focused. We also counted how many courses per program were sustainability-inclusive and/or sustainability-focused.
How were courses with multiple offerings or sections counted for the figures reported above?:
Each offering or section of a course was counted as an individual course
A brief description of how courses with multiple offerings or sections were counted:
---
Optional Fields
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Additional documentation to support the submission:
Data source(s) and notes about the submission:
A summary of the results of both spreadsheets is found in PART 2.
Both inventories were revised in September 2020 as part of the feedback received from our original submission. We removed some courses where the learning outcomes did not mention a connection to sustainability.
Both inventories were revised in September 2020 as part of the feedback received from our original submission. We removed some courses where the learning outcomes did not mention a connection to sustainability.
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.