|Overall Rating||Gold - expired|
|Submission Date||May 31, 2017|
AC-2: Learning Outcomes
|2.24 / 8.00||
Macalester Sustainbility Office
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:
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 Department's Learning Outcomes is available here: https://www.macalester.edu/academics/environmentalstudies/about/assessments/ESAssessmentReport2014.pdf
The Environmental Studies Department has developed the following learning goals for
As an interdisciplinary program, the Environmental Studies program expects
students to develop a holistic understanding of environmental issues occurring at
the local, national, and global level. Students gain this understanding by using the
tools and perspectives of the humanities, natural sciences, and social sciences to
analyze the causes and consequences of environmental problems and the
knowledge to develop solutions.
The Environmental Studies Department has developed the following learning
outcomes for our students:
• The ability to think systematically about complicated problems.
• The ability to recognize and communicate with diverse kinds of specialists.
• The ability to understand the premises of diverse disciplines.
• The ability to appreciate the nature of scientific uncertainty and controversy.
• The capacity for consensus building and appreciation of group dynamics.
• The ability to appreciate the nature of our species, spirituality, aesthetics, and
relationships and differences among cultures.
Part of mission statement: Humans and their institutions emerge from the earth, but now exercise troubled dominion over it. In this context, and in the context of Macalester's internationalist commitments, we aim to educate cosmopolitan young people, across geographies and fields, strongly equipped and powerfully inclined to understand the world and seek positive change. Key concepts which animate our interdisciplinary venture include universalism, globalization, hybridity, diversity, and interconnection. (social, economic, environmental)
Learning Goal 3: Knowledge of the diversity of human interconnections and the issues that arise from them (personal, cultural, political, economic, institutional, historical,
geographical, legal, physical, environmental, and more)
Outcome 3A: recognize and analyze the frameworks and linkages that shape key
- Outcome 3B: contribute to the debates arising from frameworks and linkages that
shape key human interconnections
Goal: Can apply theories and skills to issues concerning people, places and environments at local to global scales. (social, environmental)
Goal: Appreciate diversity of people and places, the integration of places on the surface of the earth, and the spatial processes that affect contemporary society (social, environmental, economic).
Outcome: Understand how specific places experience large scale processes (social, economic, environmental).
Outcome: Explain how different places are connected through particular geographic processes (social, economic, environmental).
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 Sustainability Office found department goals and learning outcomes and identified departments that mention environmental, economic, and social language. Environmental Studies, International Studies, and Geography contain all three aspects in their learning outcomes.
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.