Overall Rating Gold
Overall Score 72.17
Liaison Chris Frantsvog
Submission Date March 1, 2019
Executive Letter Download

STARS v2.1

Luther College
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 8.00 / 8.00 Jon Jensen
Professor of Philosophy and Environmental Studies
Philosophy, Environmental Studies
"---" indicates that no data was submitted for this field

Total number of graduates from degree programs (i.e. majors, minors, concentrations, certificates, and other academic designations):

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

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

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

Does the institution specify sustainability learning outcomes at the institution level (e.g. covering all students)?:

Does the institution specify sustainability learning outcomes at the division level (e.g. covering particular schools or colleges within the institution)?:

A list or brief description of the institution level or division level sustainability learning outcomes:

Institution Level Learning Goals:

Luther has a common set of goals for student learning that serve as an umbrella over all academic programs. Goals relate to knowledge, abilities and values.

Graduates of Luther College should be individuals with disciplined and inquisitive minds, equipped to understand and confront a changing society, and committed to using their talents to serve the common good.

As a liberal arts college of the church, Luther College seeks to ensure that all students will grow in knowledge and abilities and mature in values during their undergraduate years and be motivated to continue this growth throughout their lives. The college expects students to pursue these goals in both independent and collaborative settings. It provides an environment in which students are active participants in shaping their intellectual and personal development.


Students who demonstrate breadth of knowledge are able to: understand the significance of major intellectual, artistic, and social landmarks of human history; recognize and understand the diversity of people and societies, both historically and cross-culturally; use methodologies from different disciplines with competence and creativity; explore where disciplines intersect, including tensions, differing perspectives, and possibilities for dialogue.

Students who demonstrate depth of knowledge are able to: exhibit proficiency in a core area of knowledge; acquire and develop relevant skills; use appropriate methods to acquire, evaluate and apply knowledge; identify, analyze, assess, and respond to ethical issues arising within fields of inquiry.


Students who demonstrate the ability to engage in inquiry are able to: identify, gather, and use relevant information in an ethical and legal manner; analyze sources critically and synthesize information; devise appropriate methods to investigate a problem or issue and provide creative solutions; use appropriate technologies to investigate a problem, analyze information, and communicate results; identify the limitations of findings and develop questions for further inquiry.

Students who demonstrate the ability to reason are able to: critique and construct arguments while making rational judgments about their accuracy and usefulness; construct, interpret, and evaluate mathematical models, including various modes of data and information presentation; solve problems by identifying and applying appropriate strategies.

Students who demonstrate the ability to communicate are able to: write with fluency, clarity, and coherence; read, comprehend, and appreciate various types of literature; speak confidently and coherently in both formal and informal settings; listen with objectivity and empathy; work productively in a collaborative environment.


Students who demonstrate growth in the following values are able to: engage critically in the ongoing dialogue between faith and learning; better understand Christianity and other religious traditions; respond individually and collectively to ethical challenges confronting the world, especially issues related to justice, peace, and the environment; develop a sense of vocation, connecting life's work with service; cultivate healthy lifestyles, aesthetic sensitivity, and intellectual curiosity.

Does the institution specify sustainability learning outcomes at the program level (i.e. majors, minors, concentrations, degrees, diplomas, certificates, and other academic designations)?:

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

Environmental Studies Learning Outcomes

At the time of graduation, majors in Environmental Studies will be able to:

1. Demonstrate understanding of the structure and function of biological ecosystems and the ways humans are dependent upon ecosystem services. (Bio 151)
2. Demonstrate understanding of the structure and function of the Earth’s systems and the history of stability and change within these systems over geologic time. (Environmental Geology)
3. Demonstrate understanding of various social systems such as political and economic systems and the tradeoffs associated with different social arrangements. (Environmental Politics and Policy)
4. Understand the ways humans have imagined and narrated their relationships with the Earth and the values and cultures that have informed that relationship (Environmental Philosophy)

5. Recognize the range and implications of environmental issues confronting contemporary societies and critically evaluate possible solutions to these issues (critical thinking)
6. Comprehend systems dynamics, including feedbacks, limits, and response times, and the ways human systems can and do threaten natural systems (systems thinking)
7. Identify, evaluate, and integrate sources of information from multiple perspectives in order to understand environmental problems (information literacy)
8. Integrate knowledge and methodologies from different disciplines to propose creative solutions to real world problems (interdisciplinary problem solving)
9. Demonstrate competency in the ability to use and analyze data (quantitative literacy)
10. Demonstrate the ability to work collaboratively in small groups
11. Demonstrate the capacity to utilize tools for social change.
12. Demonstrate the capacity to communicate effectively both orally and in writing.

13. Reflect on the relationship between personal values, individual choices, and sustainability.
14. Manifest virtues such as empathy, respect for all life, and humility in personal responses to environmental problems.
15. Articulate a positive and hopeful vision for just and sustainable societies throughout the world and for future generations.

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)?:

A list or brief description of the course level sustainability learning outcomes and the programs for which the courses are required:

The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:

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.