| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 51.63 |
| Liaison | Dwayne Doornbosch |
| Submission Date | June 24, 2021 |
Langara College
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
0.08 / 8.00 |
Arnie
Clark Deputy Registrar Deputy Registrar |
"---"
indicates that no data was submitted for this field
Part 1. Institutional sustainability learning outcomes
No
Which of the following best describes the sustainability learning outcomes?:
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A list of the institution level sustainability learning outcomes:
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Part 2. Program-level sustainability learning outcomes
2,689
Number of graduates from degree programs that require an understanding of the concept of sustainability:
28
A brief description of how the figure above was determined:
Each Program that was identified as focusing on sustainability topics or which require the completion of a sustainability-focused course had their relevant courses and programs reviewed individually for specific learning outcomes. Many of these programs and courses were identified through the academic curriculum course inventory process for AC1. Learning outcomes for the Programs were confirmed through each Program's website.
All graduation figures were obtain from a combination of Langara's registrar office and online data dashboard, which tracks credentials earned and graduations.
All graduation figures were obtain from a combination of Langara's registrar office and online data dashboard, which tracks credentials earned and graduations.
A list of degree programs that require an understanding of the concept of sustainability:
1) Associate of Arts Degree and Science Degree in Environmental Studies
Students in this program develop the following competencies related to sustainability:
- an understanding of the physical principles governing the form and function of the earth and the social aspects affecting the nature of human impact on the environment.
- an understanding importance of environmental function in general, and the role of protection and remediation in particular.
- gain critical thinking skills, analytical ability, a deeper understanding of environmental issues, and a sense of local and global awareness, preparing them to address complex environmental issues.
2) Associate of Arts Degree in Geography
Students in this program develop the following competencies related to sustainability:
- an understanding of current urban, cultural, environmental and economic issues globally and in Canada.
- an understanding of human impacts on the environment (both local and global) such as species extinction and loss of biodiversity, pollution of air, land and water, waste management, and resource depletion.
- develop critical thinking, problem solving, project management, structured teamwork, and design skills to implement real-world solutions on social sustainability topics.
3) Associate of Arts Degree in Aboriginal Studies
Students in this program develop the following competencies related to sustainability:
- an understanding of the role that Aboriginal individuals and cultures play in Canadian society.
- an understanding of both Western and Aboriginal perspectives regarding physical resources such as land and environment, water, forestry, fisheries, minerals, agriculture, wildlife management, mining, and energy.
- an understanding Western and Aboriginal views on human responsibility for nature and prospects for Earth's future.
4) Associate of Arts Degree in Peace and Conflict Studies
Students in this program develop the following competencies related to sustainability:
- an understanding of pressing issues causing unrest across the globe with a deeper grasp of the roots of theses conflicts, and to recognize constructive ways to bring about peaceful social change.
- an understanding of various forms of racism and ethnic identity in Canadian society.
- an understanding of the environment as a social issue, how environmental issues come to be constructed, the social structural and cultural origins of environmental problems, and how these problems can be understood in terms of the sociological perspective.
5) Associate of Arts Degree in Women's Studies
Students in this program develop the following competencies related to sustainability:
- an understanding how change in and maintenance of the status quo impact the lives of women personally and collectively, locally and globally.
- gain fluency in themes such as gender performativity; biological essentialism and heteronormativity; the queering of gender identities; transgender insights into embodiment and self-representation; and the intersections between gender, class, race, and sexuality.
- develop critical awareness into how gender is constructed across age, class, race/ethnicity and sexuality, locally and globally.
Students in this program develop the following competencies related to sustainability:
- an understanding of the physical principles governing the form and function of the earth and the social aspects affecting the nature of human impact on the environment.
- an understanding importance of environmental function in general, and the role of protection and remediation in particular.
- gain critical thinking skills, analytical ability, a deeper understanding of environmental issues, and a sense of local and global awareness, preparing them to address complex environmental issues.
2) Associate of Arts Degree in Geography
Students in this program develop the following competencies related to sustainability:
- an understanding of current urban, cultural, environmental and economic issues globally and in Canada.
- an understanding of human impacts on the environment (both local and global) such as species extinction and loss of biodiversity, pollution of air, land and water, waste management, and resource depletion.
- develop critical thinking, problem solving, project management, structured teamwork, and design skills to implement real-world solutions on social sustainability topics.
3) Associate of Arts Degree in Aboriginal Studies
Students in this program develop the following competencies related to sustainability:
- an understanding of the role that Aboriginal individuals and cultures play in Canadian society.
- an understanding of both Western and Aboriginal perspectives regarding physical resources such as land and environment, water, forestry, fisheries, minerals, agriculture, wildlife management, mining, and energy.
- an understanding Western and Aboriginal views on human responsibility for nature and prospects for Earth's future.
4) Associate of Arts Degree in Peace and Conflict Studies
Students in this program develop the following competencies related to sustainability:
- an understanding of pressing issues causing unrest across the globe with a deeper grasp of the roots of theses conflicts, and to recognize constructive ways to bring about peaceful social change.
- an understanding of various forms of racism and ethnic identity in Canadian society.
- an understanding of the environment as a social issue, how environmental issues come to be constructed, the social structural and cultural origins of environmental problems, and how these problems can be understood in terms of the sociological perspective.
5) Associate of Arts Degree in Women's Studies
Students in this program develop the following competencies related to sustainability:
- an understanding how change in and maintenance of the status quo impact the lives of women personally and collectively, locally and globally.
- gain fluency in themes such as gender performativity; biological essentialism and heteronormativity; the queering of gender identities; transgender insights into embodiment and self-representation; and the intersections between gender, class, race, and sexuality.
- develop critical awareness into how gender is constructed across age, class, race/ethnicity and sexuality, locally and globally.
Documentation supporting the figure reported above (upload):
---
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:
1.04
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
All graduation figures were obtain from a combination of Langara's registrar office and online data dashboard. The dashboard is curated by the Institutional Research department, and tracks credentials earned and graduations. Data is for the 2019/2020 academic year.
It should be noted that the relatively low graduation figures are due to the fact that Langara College is a transfer-College, and many students do not graduate but instead transfer to University to finish their degree.
As part of the College's Strategic Plan, an Institutional Learning Outcomes (ILO) initiative has been developed as part of integrated planning to put a formal process in place that will provide all members of the college community as well as external partners an opportunity to contribute to the development of essential student learning outcomes that are unique to Langara. This process is ongoing, which is why we responded as "no" to Part 1 of this credit.
Langara's online data dashboard can be found here: https://langara.ca/about-langara/langara-at-a-glance/index.html
It should be noted that the relatively low graduation figures are due to the fact that Langara College is a transfer-College, and many students do not graduate but instead transfer to University to finish their degree.
As part of the College's Strategic Plan, an Institutional Learning Outcomes (ILO) initiative has been developed as part of integrated planning to put a formal process in place that will provide all members of the college community as well as external partners an opportunity to contribute to the development of essential student learning outcomes that are unique to Langara. This process is ongoing, which is why we responded as "no" to Part 1 of this credit.
Langara's online data dashboard can be found here: https://langara.ca/about-langara/langara-at-a-glance/index.html
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.