Overall Rating Gold
Overall Score 65.79
Liaison Katharine Gross
Submission Date Feb. 26, 2021

STARS v2.2

Lehigh University
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 4.91 / 8.00 Katharine Targett Gross
Sustainability Officer
Office of Sustainability
"---" indicates that no data was submitted for this field

Has the institution adopted one or more sustainability learning outcomes that apply to the entire student body or, at minimum, to the institution's predominant student body?:
No

Which of the following best describes the sustainability learning outcomes?:
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A list of the institution level sustainability learning outcomes:

The below inventory includes learning outcomes of colleges that have at least one sustainability-related learning outcome.

College of Engineering and Applied Science:

All the P.C. Rossin College engineering programs use the ABET a-k outcomes:
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an 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
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in, lifelong learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

College of Business:

Written and oral communication (able to communicate effectively orally and in writing)
• Ethical understanding and reasoning (able to identify ethical issues and address the issues in a socially responsible manner)
Recognize implications arising from ethical dilemmas, and formulate actions most consistent with high ethical standards.
Comprehend corporate social and environmental
responsibilities.
• Analytical thinking (able to analyze and frame problems)
• Information technology (able to use current technologies in business and management
contexts)
• Interpersonal relations and teamwork (able to work effectively with others and in team
environments)
• Diverse and multicultural work environments (able to work effectively in diverse environments)
• Reflective thinking (able to understand oneself in the context of society)
• Application of knowledge (able to translate knowledge of business and management into
practice)


Total number of graduates from degree programs:
2,002

Number of graduates from degree programs that require an understanding of the concept of sustainability:
1,228

A brief description of how the figure above was determined:

Above figures were obtained from Lehigh's Office of Institutional Research & Strategic Analytics data center website (https://oirsa.lehigh.edu/completions-degree). The total number of graduates from degree programs were generated from the "completions by degree" function for the class of 2020. Website results were filtered by degree to calculate graduates from degree programs that require an understanding of the concept of sustainability.


A list of degree programs that require an understanding of the concept of sustainability:

Sustainability focused programs:

Environmental Studies
The Environmental Studies BA program examines the cultural, economic, historical, communication, political and social factors that influence local, national, international and global environmental issues and policies. Investigating a wide range of perspectives, it includes a broad exposure to many factors confronting humans as they struggle with complex problems and possible solutions to environmental questions.

Earth and Environmental Science
The Department of Earth and Environmental Sciences (EES) is Lehigh’s home for teaching and research in the areas of ecology, environmental science, and geological sciences. Matters of environmental quality and natural resources will increasingly impact people and society in the years to come, and the EES department offers a range of undergraduate and graduate programs that provide students with an understanding of Earth’s biosphere, atmosphere, lithosphere, and hydrosphere, with an emphasis on how these components function as an integrated Earth system. Training in Earth and Environmental Sciences can lead to technical and scientific careers in research, environmental consulting, conservation ecology, government agencies, and the petroleum industry, and can also serve as an excellent liberal arts degree that provides context and preparation for careers such as law, policy, journalism and economics.

Environmental Engineering
"The Mission of our Environmental Engineering Bachelor of Science degree program is to educate students in the principles and methods essential to the practice and advancement of the interdisciplinary field of environmental engineering. The program is proactive and continues to incorporate new and emerging paradigms in all aspects of teaching and education while maintaining rigorous standards in traditional approaches to engineered solutions of environmental problems. Graduates of the program possess technical expertise required to maintain a healthy balance between societal welfare, economic growth and the environment surrounding us.
The Program Educational Objectives of our accredited Environmental Engineering Bachelor of Science program are to prepare environmental engineering graduates to:
Develop careers in environmental engineering and other professionally related fields.
Seek additional professional training and personal development.
Apply their skills to develop innovative solutions and technologies.
Pursue professional licensure and/or certification.
Advance to become members of professional societies and future leaders in their profession."

Global Studies
"Almost every aspect of human existence has been touched by the dynamic of globalization, which may be the defining characteristic of the 21st Century.
Yet, the origins, history, evolution, and impact of globalization – even its very definition – are subject to intense debate. We can surely say, however, that every student leaving college and entering the workforce – the world – should have a fundamental understanding of globalization.Such understanding will give students crucial knowledge and skills that will set them apart in this new world and help them succeed in an increasingly globalized context. It will help them anticipate the social, cultural, economic and political changes brought about by globalization — and the resistance to globalization. It will better prepare students to draw connections in an interdependent and interconnected world.
Below are the Learning Outcomes related to Sustainability from the course Global Studies:
1. Explain what globalization is and what divergent definitions of globalization mean (they learn this in our gateway course, ""Introduction to Global Studies,"" GS 001);
2. Apply concepts and theories from multiple disciplines to the study of global issues (also in GS 001);
3. Explain historical processes underlying globalization (in the core course ""Histories of Globalization,"" GS/HIST 101);
4. Explain political dynamics connected to globalization in one of three eligible core courses: ""Comparative Politics"" (GS/POLS 003), ""Introduction to Political Thought"" (GS/POLS 100), or ""Introduction to World Politics"" (IR 010); and
5. Explain political-economic processes underlying globalization (in the core course ""Political Economy of Globalization,"" GS/SOC 319).
At the course level, globalization's environmental aspects and the impact of economic development on sustainability are explicitly addressed in GS 001, which is required for all GS majors and minors. Environmental issues may also be discussed in following courses:
1. ""Histories of Globalization"" (GS/HIST 101)
2. Three core politics course options (GS/POLS 003, GS/POLS 100, or IR 010)
3. Core political economy course ""Political Economy of Globalization"" (GS/SOC 319)
The following courses all consider ecology and sustainability and may be applied to the GS major or minor as electives:
1. ES 010 Environment and the Consumer Society
2. ES/IR 104 Political and Environmental Geography
3. ES/POLS 106 Environmental Values and Ethics
4. ES/POLS 107 The Politics of the Environment
5. ES 111 Introduction to Environmental Economics
6. ES/ANTH 121 Environment and Culture
7. ES/ASIA/REL 254 Buddhism and Ecology
8. ES/IR 343 Comparative Environmental Law & Policy
9. ES/POLS 355 Environmental Justice and the Law
10.ES/SOC/GS 370 Globalization and the Environment "

MA in Environmental Policy
"The EPD degree has three separate tracks through the master’s program. These are the traditional thesis track, the Community Fellows track (coursework only), and the internship track (coursework only). The new internship track was developed to better prepare our graduates for careers in environmental policy, and takes advantage of our relationship with a number of government and non-government organizations, including the United Nations Division for Sustainable Development where we have recently placed a number of EPD students.
Website URL: http://environmental_policy_design.cas2.lehigh.edu/content/program"

M.S., M.Eng. And Ph.D. In Environmental Engineering
"The interdisciplinary graduate program in Environmental Engineering in the department of Civil and Environmental Engineering maintains and encourages strong interactions with faculty members in other departments, including earth and environmental science, chemistry, chemical engineering, materials science and engineering, and economics. Graduate students are admitted from diverse undergraduate backgrounds, thus enriching the cross-disciplinary spirit of the program.
The graduate program is flexible, accommodating full- and part-time students from a variety of fields, and offers a master's degree with or without a thesis, in addition to a Ph.D.
Graduate students conduct research with professors — and with industry collaborators — from many disciplines and across universities and national labs. The research thrusts of the Environmental Engineering program are directed toward creating new knowledge and finding new technologies to address environmental problems facing society."

M.A. in Comparative and International Education
"The Ph.D. degree program in Comparative and International Education (CIE) prepares students for research, scholarly inquiry, and advanced professional careers in the field of comparative and international education. With an emphasis on interdisciplinary, comparative, and cross-cultural inquiry, the program creates a strong foundation for studying education in the context of globalization, sustainable development, and social equity. Through academic curricula and international field-based research, the program engages students in examining the impact of global economic, political, sociological, and historical factors on education phenomena locally, regionally, and internationally. Emphasis is given to research topics at the forefront of education and sustainable education theory and practice, including cross-cutting issues such as gender, culture, and poverty. The program offers a combination of rigorous training in comparative education theory and research methods; key skills in policy analysis, monitoring and evaluation, and advocacy; as well as provides students with the flexibility to pursue in-depth research in a variety of areas critical to comparative and international education. Graduates are prepared to work in higher education institutions, educational research and policy organizations, government offices, ministries of education, and international development organizations.
One of the hallmark components of the CIE Ph.D. program is the bridge between educational theory, research, and practice. The current graduate level programs in comparative and international education – M.Ed. in Globalization and Educational Change and M.A. in Comparative and International Education – are structured to serve individuals working or planning to work in school-specific and education policy-oriented settings. The Ph.D. degree will build on and combine the strengths of the existing programs by being practical, research-oriented, and policy-focused, while adding a robust theory-oriented and research-driven component. With the addition of the Ph.D. in Comparative and International Education, Lehigh University will be one of the few institutions to offer a graduate degree sequence that blends both international education policy- and practice-oriented studies in order to prepare students to think theoretically about global education phenomena, while at the same time apply different theoretical perspectives and conceptual frameworks to real-world situations.
Additionally, it provides an information base for social, political and economic sustainability for developing country communities which is comprised of involving local stakeholders in project decision-making, and using existing infrastructure (rather than implementing new or costly technology/facilities/etc) whenever possible. Course uses sustainability to mean the ability to continue an educational reform that impact social, political and economic development in developing country communities. So, having local leadership and using existing resources are two key components. "


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:
61.34

Website URL where information about the sustainability learning outcomes is available:
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Additional documentation to support the submission:
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College level learning outcomes used for this credit were reported for the most recent Middle States Accreditation.

Learning outcomes were not impacted by COVID-19 and are therefore representative of a normal year.

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.