| Overall Rating | Silver |
|---|---|
| Overall Score | 61.60 |
| Liaison | Megan Curtis-Murphy |
| Submission Date | Feb. 28, 2023 |
Northeastern University
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
2.52 / 8.00 |
Megan
Curtis-Murphy Director of Campus Sustainability & Engagement Climate Justice & Sustainability Hub |
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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:
Northeastern’s academic core, known as NUpath, is built around essential, broad-based knowledge and skills—such as understanding societies and analyzing data—integrated with specific content areas and disciplines. There are three content areas that are supportive of sustainability learning outcomes.
1. Engaging with the Natural and Designed World Learning Goals:
a. Formulate a question that can be answered through investigation or a challenge that can be addressed through research or design.
b. Develop and use models based on evidence to predict and show relationships among variables between systems or components of systems in the natural and/or designed world.
c. Use and question scientific principles and practices to evaluate issues raised by the interplay of science, technology, and society.
2. Understanding Societies and Institutions Learning Goals:
a. Describe current theories of how social, political, or economic institutions, systems, and processes work.
b. Explain the historical and cultural contingency of many descriptions and explanations of human behavior, institutions, systems, and processes.
c. Evaluate social, political, or economic theories by applying them to local and global phenomena.
3. Engaging Differences and Diversity Learning Goals:
a. Describe how notions of human difference have changed over time and across local and global contexts.
b. Discuss the value in recognizing, respecting and embracing human diversity, and how diversity contributes to culture and society, including civic sustainability.
c. Evaluate and compare two or more theories of human difference, and approaches to cultivating and leveraging diversity.
d. Connect theories of human difference and approaches to diversity to one’s own experience.
1. Engaging with the Natural and Designed World Learning Goals:
a. Formulate a question that can be answered through investigation or a challenge that can be addressed through research or design.
b. Develop and use models based on evidence to predict and show relationships among variables between systems or components of systems in the natural and/or designed world.
c. Use and question scientific principles and practices to evaluate issues raised by the interplay of science, technology, and society.
2. Understanding Societies and Institutions Learning Goals:
a. Describe current theories of how social, political, or economic institutions, systems, and processes work.
b. Explain the historical and cultural contingency of many descriptions and explanations of human behavior, institutions, systems, and processes.
c. Evaluate social, political, or economic theories by applying them to local and global phenomena.
3. Engaging Differences and Diversity Learning Goals:
a. Describe how notions of human difference have changed over time and across local and global contexts.
b. Discuss the value in recognizing, respecting and embracing human diversity, and how diversity contributes to culture and society, including civic sustainability.
c. Evaluate and compare two or more theories of human difference, and approaches to cultivating and leveraging diversity.
d. Connect theories of human difference and approaches to diversity to one’s own experience.
Part 2. Program-level sustainability learning outcomes
8,949
Number of graduates from degree programs that require an understanding of the concept of sustainability:
582
A brief description of how the figure above was determined:
The Climate Justice & Sustainability Hub identified a list of degree programs that have sustainability-focused learning outcomes. The Hub worked with Institutional Research to pull the number of graduates from those degree programs (being sure to remove any duplicates) and then the total number of graduates in the 2021-2022 school year.
A list of degree programs that require an understanding of the concept of sustainability:
A list of degree programs can be found in the attachment below.
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:
6.50
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
Number of graduates are for school year 2021-2022
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.