Montana State University
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
6.47 / 8.00 |
Paul
Edlund Project Coordinator Office of Sustainability |
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?:
Which of the following best describes the sustainability learning outcomes?:
A list of the institution level sustainability learning outcomes:
The Core 2.0 curriculum at Montana State University is designed to enhance students’ intellectual experience in all realms of academia, with the express goal of providing students with a broad exposure to and knowledge of multiple and varied methods of scholarship. The Core curriculum consists of required classes that focus on clear verbal and written expression(s) of critical analysis and evaluation of academic fields of study at the heart of human intellectual and artistic inquiry and achievement. Completion of the Core curriculum requirements will introduce students to the theories, methods, and foundations of these academic fields, enable them to critically evaluate information in these subjects, and teach them to present their knowledge clearly in both verbal and written form.
Students must complete the equivalent of one course in each of the Foundation Course areas: University Seminar (US), College Writing (W), Quantitative Reasoning (Q), Diversity (D), and Contemporary Issues in Science (CS).
Students must complete at least one 3 credit course in each of the Ways of Knowing Course areas: Arts (IA or RA), Humanities (IH or RH), Natural Sciences (IN or RN), and Social Sciences (IS or RS).
Core 2.0 Learning Outcomes include:
*Think across areas of specialization and integrate ideas from a variety of academic disciplines and applied fields.
*Make discriminating moral and ethical choices with an awareness of the immediate and long-term effects on our world.
*Develop an appreciation of other cultures as well as an understanding of global issues.
*An analytical and critical understanding of particular, traditionally marginalized, or less frequently studied societies, nations, and/or cultures and an understanding of cultural difference in relation to those societies, nations, and/or cultures.
*Have a clearly defined science and/or technology focus, and explore a contemporary science or technology issue.
*Demonstrate an understanding of important scientific facts and how those facts help us understand our observations and the laws that govern the natural world (e.g. ecological carrying capacity).
*Examine ways in which science and/or technology can contribute to the study of a significant problem in the contemporary world, and can help individuals and society make informed decisions about such issues.
Total number of graduates from degree programs:
Number of graduates from degree programs that require an understanding of the concept of sustainability:
A brief description of how the figure above was determined:
Referencing the FY 2021 Key Performance Indicators as submitted by the Office of Planning and Administration, the Office of Sustainability identified the 3,226 graduates who were awarded degrees by Montana State University.
From the same data, 1,545 undergraduate students were identified who received degrees from programs that required sustainability learning outcomes.
From the same data, 197 graduate students were identified who received degrees from programs that required sustainability learning outcomes.
59 graduate students were awarded degrees from programs that require sustainability learning outcomes from the accrediting board overseeing the degree (Accreditation Board for Engineering and Technology and the Northwest Commission on Colleges and Universities).
In the attached spreadsheets, graduates from degrees requiring an understanding of the concept of sustainability are highlighted in green.
A list of degree programs that require an understanding of the concept of sustainability:
Ag Economics and Economics
•Understand firm and farm level decision rules for the efficient operation of enterprises and the institutional structure and use of agricultural marketing systems.
•Be able to analyze changes in market and general economic conditions in a broad array of settings and be able to determine the impact on various groups affected by those changes.
•Have knowledge in supporting areas such as accounting, plant science, and animal science in order to better develop technical knowledge specific to agriculture and agricultural business
BS Sustainable Food and Bioenergy Systems:
•Have a body of knowledge related to Sustainable Food & Bioenergy Systems concepts. For example, through courses in a variety of disciplines, students will understand key concepts in human nutrition, food systems, bioenergy, ecology, economics, sustainability, plant science, crop science, animal science, food security, food safety, community supported agriculture, policy etc.
Land Resource and Environmental Science
•Ability to access, read, and critically assess the quality and source of environmental information.
•Knowledge of the theory and practice of data analysis in environmental sciences, including statistical analysis, model building, and graphical presentation of data.
•An understanding of the ethical implications of conducting and applying environmental science
Environmental Design:
•Realm B: Integrated Building Practices, Technical Skills, and Knowledge:
•Students will create building designs with well-integrated systems and will comprehend constructability.
•Students will incorporate life safety systems and integrate accessibility in building designs
•Students will apply principles of sustainable design.
Business
•Rational and ethical decision-making deals with issues of human conduct and the rules that should govern human action. It is characterized by respect for others, an awareness of justice, and sensitivity to the universal application of rules of conduct.
•Students shall acquire a common body of knowledge and vocabulary of business. As articulated in course syllabi, students shall gain knowledge of the theory and practices used in management of organizations, operations, and human resources; accounting; corporate finance; marketing; information systems and technology; and law.
Education
•Diversity: Candidates create learning environments that allow ALL students to be socially and academically successful, by validating students’ cultural heritages, integrating their life experiences, and promoting their overall development. Candidates demonstrate knowledge, skills, and dispositions to address the instructional responsibilities needed to integrate Indian Education for All across the curriculum in a culturally responsive manner.
Engineering Bachelor's degrees are accredited by the Accreditation Board for Engineering and Technology (ABET), an accreditation board that "aims to build a better world — one that is safer, more efficient, more comfortable and more sustainable." The ABET learning outcomes that apply to sustainability are below:
•Demonstrate an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
Liberal Studies
•Students will be able to apply social science perspectives to problems of natural resource and environmental management.
•Students will be able to explain trends and inter-relationships among global, economic and political systems and their effects on social change, quality of life and inequalities.
•Students will be able to apply tools and perspectives from the humanities, social sciences, natural sciences, and fine arts to analyze a text or problem.
Psychology
•Apply psychological science, theory, and research findings to address practical problems such as promoting health and healthy life styles, retaining and enhancing cognitive function during aging and in groups, understanding everyday cognitive and perceptual processes, explaining and reducing prejudice and social disparities, promoting equal opportunities, recognizing and using persuasive methods that alter attitudes, recognizing relations between brain and behavior, and interpreting personal adjustment and clinical problems with psychological science.
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
Website URL where information about the sustainability learning outcomes is available:
Additional documentation to support the submission:
Data source(s) and notes about 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 or simply email your inquiry to stars@aashe.org.