| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 46.06 |
| Liaison | Kristina Hope |
| Submission Date | Dec. 18, 2020 |
Knox College
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
3.77 / 8.00 |
Deborah
Steinberg Director of Campus Sustainability Initiatives Office of Sustainability |
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indicates that no data was submitted for this field
Part 1. Institutional sustainability learning outcomes
Yes
Which of the following best describes the sustainability learning outcomes?:
Sustainability-supportive
A list of the institution level sustainability learning outcomes:
Knox’s General Education Program has four components:
1. First Year Experience (FYE): First-Year Preceptorial and other curricular and co-curricular opportunities.
2. Elements: seven areas of study that cultivate the skills of liberal learning.
3. Civic Engagement: appreciation for the local and global contexts for learning.
4. Immersion/Active Inquiry: out-of-classroom, hands-on learning experiences.
Learning Goal for the FYE that are sustainability-supportive -
At the end of the first year, students will be able to understand their college as a place to explore new ideas and a safe environment in which to take intellectual and creative risks, encountering differing points of view with civility and respect and engaging with issues of power, inequity, and social justice.
Learning Goals for the Elements that are sustainability-supportive -
Analyze social, economic or political aspects of human behavior. Students who satisfy this Element will be able to analyze historical or contemporary patterns of individual or group behaviors and/or the social structures in which these behaviors are embedded.
Critically examine questions of power and inequity. Students who satisfy this Element will be able to a) Recognize and discuss issues of power and inequity in diverse human societies, b) Articulate ways that specific cultural perspectives and personal experiences shape individual reality, and c) Examine and critique cultural perspectives, including their own.
Expectations for Civic Engagement that are sustainability-supportive - Since its inception, Knox has held that an education should have social relevance. Throughout the curriculum and residential life, students are encouraged to develop broad interests in the social impact for their intellectual work. Whether in engagement with political institutions and matters of justice, the environment and sustainable impact of human activity, issues of power and equity as they relate to our diverse Knox community, and understanding social change in the wider world in which we operate, a Knox education emphasizes the importance of placing knowledge in local and global contexts.
1. First Year Experience (FYE): First-Year Preceptorial and other curricular and co-curricular opportunities.
2. Elements: seven areas of study that cultivate the skills of liberal learning.
3. Civic Engagement: appreciation for the local and global contexts for learning.
4. Immersion/Active Inquiry: out-of-classroom, hands-on learning experiences.
Learning Goal for the FYE that are sustainability-supportive -
At the end of the first year, students will be able to understand their college as a place to explore new ideas and a safe environment in which to take intellectual and creative risks, encountering differing points of view with civility and respect and engaging with issues of power, inequity, and social justice.
Learning Goals for the Elements that are sustainability-supportive -
Analyze social, economic or political aspects of human behavior. Students who satisfy this Element will be able to analyze historical or contemporary patterns of individual or group behaviors and/or the social structures in which these behaviors are embedded.
Critically examine questions of power and inequity. Students who satisfy this Element will be able to a) Recognize and discuss issues of power and inequity in diverse human societies, b) Articulate ways that specific cultural perspectives and personal experiences shape individual reality, and c) Examine and critique cultural perspectives, including their own.
Expectations for Civic Engagement that are sustainability-supportive - Since its inception, Knox has held that an education should have social relevance. Throughout the curriculum and residential life, students are encouraged to develop broad interests in the social impact for their intellectual work. Whether in engagement with political institutions and matters of justice, the environment and sustainable impact of human activity, issues of power and equity as they relate to our diverse Knox community, and understanding social change in the wider world in which we operate, a Knox education emphasizes the importance of placing knowledge in local and global contexts.
Part 2. Program-level sustainability learning outcomes
303
Number of graduates from degree programs that require an understanding of the concept of sustainability:
67
A brief description of how the figure above was determined:
The majors and minors including sustainability-focused learning outcomes were determined by examining learning objectives. Then the number of students graduating with each major/minor was calculated based.
A list of degree programs that require an understanding of the concept of sustainability:
Biology: Describe and explain the application and societal and environmental implications of biology in the world outside of the classroom;
Earth Science: Integrate an understanding of geology into an interdisciplinary context that incorporates societal issues and human interactions with the planet.
Environmental Studies: Describe and explain the ecological dimensions of human experience, Use an interdisciplinary approach to consider social, political and economic factors that impact our environment, Obtain and evaluate scientific knowledge using various methodologies found in environmentally-related fields, and Analyze imbalances in economic and political power in the allocation and accessibility of resources among the world’s people
Environmental Sciences: Explain the ecological dimensions of human experience, Use a scientific approach to consider the interactions between humans and our environment, Obtain and evaluate scientific knowledge using various methodologies found in environmentally-related fields, and Analyze imbalances in economic and political power in the allocation and accessibility of resources among the world’s people
Earth Science: Integrate an understanding of geology into an interdisciplinary context that incorporates societal issues and human interactions with the planet.
Environmental Studies: Describe and explain the ecological dimensions of human experience, Use an interdisciplinary approach to consider social, political and economic factors that impact our environment, Obtain and evaluate scientific knowledge using various methodologies found in environmentally-related fields, and Analyze imbalances in economic and political power in the allocation and accessibility of resources among the world’s people
Environmental Sciences: Explain the ecological dimensions of human experience, Use a scientific approach to consider the interactions between humans and our environment, Obtain and evaluate scientific knowledge using various methodologies found in environmentally-related fields, and Analyze imbalances in economic and political power in the allocation and accessibility of resources among the world’s people
Documentation supporting the figure reported above (upload):
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Do the figures reported above cover one, two, or three academic years?:
One
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
22.11
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
The response for "Number of graduates from degree programs that require an understanding of the concept of sustainability" are all of the Majors and Minors awarded in 2019 in one of the three program level degrees that are mentioned in the Program Level Learning Outcomes section.
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.