Overall Rating Silver
Overall Score 56.72
Liaison Christie-Joy Hartman
Submission Date May 12, 2017
Executive Letter Download

STARS v2.1

James Madison University
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 0.36 / 8.00 Keston Fulcher
Executive Director
Center for Assessment and Research Studies
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Total number of graduates from degree programs (i.e. majors, minors, concentrations, certificates, and other academic designations):
5332

Number of students that graduate from programs that have adopted at least one sustainability learning outcome:
239

Percentage of students who graduate from programs that have adopted at least one sustainability learning outcome:
4.48

Do the figures reported above cover one, two, or three academic years?:
One

Does the institution specify sustainability learning outcomes at the institution level (e.g. covering all students)?:
No

Does the institution specify sustainability learning outcomes at the division level (e.g. covering particular schools or colleges within the institution)?:
No

A list or brief description of the institution level or division level sustainability learning outcomes:
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Does the institution specify sustainability learning outcomes at the program level (i.e. majors, minors, concentrations, degrees, diplomas, certificates, and other academic designations)?:
Yes

A list or brief description of the program level sustainability learning outcomes (or a list of sustainability-focused programs):

Program: Engineering B.S.
Relevant Program Objective/s:
JMU Engineering graduates should have:
c. the ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
h. the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

Program: Geographic Science B.A. /B.S.
Relevant Program Objective/s:
5. Evaluate human-environment interactions from holistic point of view that addresses geographic, as well as political, social, economic, and ethical factors affecting those interactions.
5a. Identify human- and physical-oriented geographic factors related to patterns of resource use and management.
5b. Apply cross-disciplinary knowledge to solve human and environmental problems.
5c. Identify and describe the value of science and technology as aids in the solving of geographic problems.
5d. Account for political, social, economic and ethical factors that impact a problem and possible solutions.
5e. Describe and discuss the value of working or studying in different U.S. regions or world states.
6. Demonstrate civic responsibility and appreciation for culture and physical diversity from local to global scales.
6a. Apply geographic thinking to real-world problems, including appraisal of societal and environmental issues.
6b. Evaluate and interpret current issues pertaining to human diversity.

Program: Integrated Science and Technology B.S.
Relevant Program Objective/s:
A-3. Describe the concept of equilibrium, including stable and unstable equilibrium, in the context of static and dynamic component and system behavior.
H. ISAT graduates analyze science and technology within broader global, political, economic and social contexts.
H-1. Explain the role of social and political institutions in solving scientific and technological problems at the local, national, and international level.
H-2. Describe how social interests are expressed through democratic political processes.
H- 3. Analyze how the interests of private and public stakeholders affect outcomes of political and economic processes.
H-4. Suggest institutional designs or policy changes at the appropriate levels of organization to achieve public goals and express collective values.
H-5. Explain how market forces influence technology development and adoption.
H-6. Identify limitations of market forces to produce sustainable and socially optimal outcomes.
K-5. Identify possible emergent behavior in systems, i.e. that a system may be more complex than the sum of its parts.
K-6. Address complexity, ambiguity, and emergent behavior in problem solving.
K-9. Demonstrate the ability to remain aware of short-term and long-term goals and micro and macro scales simultaneously, i.e. can see the forest AND the trees.

Program: Integrated Science and Technology International Master’s Program in Environmental Management and Sustainability
Relevant Program Description:
The International Master’s Program in Environmental Management and Sustainability is designed to build interdisciplinary, holistic thinking and problem-solving skills using systems perspectives on environmental and sustainability challenges. Students in the program have the opportunity to focus on natural resource conservation or sustainable technology management. Elective coursework builds depth through specialized classes in analytical methods and techniques, resource conservation and management, and policy analysis. This is a dual degree program; as such, students are enrolled in classes at both the University of Malta and at James Madison University. Degrees are awarded by both schools to those who successfully complete their studies. JMU and University of Malta faculty contribute equally to instruction and project (or thesis) supervision. Source: 2015 curriculum guide found at https://www.jmu.edu/mems-malta/curriculum.shtml


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)?:
No

A list or brief description of the course level sustainability learning outcomes and the programs for which the courses are required:
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The website URL where information about the programs or initiatives is available:
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Additional documentation to support the submission:
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Responsible party for number of graduates: Elaine Smith, Office Manager, Office of Institutional Research.

Information from the 2015-2016 Common Data Set at http://www.jmu.edu/instresrch/cds/2015/CDS2015-16.pdf.

Melissa Altman reviewed program assessment reports from academic year 2015-2016 to identify learning outcomes and entered the information.

Responsible party for providing these reports: Dr. Kelston Fulcher, Executive Director, Center for Assessment and Research Studies.

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.