|Submission Date||March 15, 2018|
Missouri State University
AC-2: Learning Outcomes
|4.12 / 8.00||
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:
With the three pillars of sustainability in mind, the Academics Subcommittee of the Sustainability Advisory Committee reviewed the general education learning goals and outcomes and identified the following set of outcomes that constitute Sustainability Learning Outcomes (SLOs):
1. Identify and follow through on personally and socially relevant problems and reasonable solutions to those problems.
2. Demonstrate values, knowledge, and skills, such as building upon the ideas of others and treating team members with respect, which support a collaborative culture.
3. Understand various institutions (e.g., cultural, political, economic, religious, and educational) and their historical backgrounds, as well as principles of human behavior and social interaction.
4. Articulate interdependence of people and places around the globe.
5. Cultivate their intellect, imagination, and creativity as they develop an understanding of how social, cultural, linguistic, artistic, religious, philosophical, and historical contexts have shaped the thoughts and actions of people worldwide.
6. Analytically compare the influences of community, institutions, and other constructions such as class, gender, and race on the ways of thinking, believing, and acting in cultural and historical settings other than one’s own.
7. Understand basic concepts of living things, the nature of scientific knowledge, and relevance of biological knowledge to human affairs.
8. Make logical connections between key concepts in the physical sciences and describe the interaction between human lives and the physical world.
9. Understand the ways the environment impacts humanity and how human actions affect the environment.
10. Identify the rights and responsibilities they have in their own communities and the broader society.
11. Utilize knowledge from academic fields, making relevant connections to civic and political participation.
12. Recognize the needs of the communities to which they belong and understand how to address those needs.
13. Analyze the role that different languages, cultures, institutions, and beliefs have in shaping individual and collective behavior.
14. Articulate their value systems, understand the ethical implications of their actions based on those values, and develop skills consistent with having a positive impact on individuals, groups, or communities.
15. Understand and evaluate the causes of societal problems and potential solutions.
16. Integrate knowledge, abilities and skills across disciplines to understand real life experiences and/or social situations.
These learning outcomes are achieved as students complete the general education requirements at Missouri State University. Some of the General Education classes that contribute to these outcomes include:
• AGR 100 – Food Security
• ANT 125 – Exploring our Human Ancestry
• GRY 108 – Principles of Sustainability
• REL 131 – Religion in America
• BIO 101 – Biology in Your World
• GLG 171 – Environmental Geology
• SWK 219 – Human Diversity
• ECO 101 – Economics of Social Issues
• PLN 100 – Understanding Cities
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):
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.
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.