| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 59.70 |
| Liaison | Tracey Coronado |
| Submission Date | April 5, 2021 |
Missouri State University
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
6.05 / 8.00 |
Doug
Neidigh Sustainability Coordinator Environmental Management |
"---"
indicates that no data was submitted for this field
Part 1. Institutional sustainability learning outcomes
Yes
Which of the following best describes the sustainability learning outcomes?:
Sustainability-supportive
A list of the institution 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 sustainability-focused courses at Missouri State University.
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 sustainability-focused courses at Missouri State University.
Part 2. Program-level sustainability learning outcomes
4,395
Number of graduates from degree programs that require an understanding of the concept of sustainability:
2,225
A brief description of how the figure above was determined:
We first identified all 2019-2020 degree programs and identified graduates who took one of our sustainability-focused courses. We then matched the two data sets to determine the degrees in which the sustainability-focused courses met degree requirements.
A list of degree programs that require an understanding of the concept of sustainability:
See attached spreadsheet that shows sustainability-focused courses and degree programs.
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:
50.63
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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.