Overall Rating Gold
Overall Score 65.42
Liaison Matthew Muchna
Submission Date March 3, 2017
Executive Letter Download

STARS v2.1

Northern Arizona University
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 5.49 / 8.00 Karen Appleby
Senior Assistant to the Provost
Provost Office
"---" indicates that no data was submitted for this field

Total number of graduates from degree programs (i.e. majors, minors, concentrations, certificates, and other academic designations):
4973

Number of students that graduate from programs that have adopted at least one sustainability learning outcome:
3412

Percentage of students who graduate from programs that have adopted at least one sustainability learning outcome:
68.61

Do the figures reported above cover one, two, or three academic years?:
One

Does the institution specify sustainability learning outcomes at the institution level (e.g. covering all students)?:
No

Does the institution specify sustainability learning outcomes at the division level (e.g. covering particular schools or colleges within the institution)?:
No

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)?:
Yes

A list or brief description of the program level sustainability learning outcomes (or a list of sustainability-focused programs):

learning outcomes for departments participating in the Global Learning Initiative:
Students will appreciate what it means to use natural resources in ethical and responsible ways that maintain a sustainable environment. This includes, for example, the following issues:
a. how culture determines how we construct the appropriate use of environmental resources.
b. the connection between responsible engagement with the environment and global citizenship.
c. the scientific basis of environmental sustainability.
d. the vocabulary and concepts around environmental sustainability (e.g., finite and renewable resources, environmental footprint, global commons, peak oil).
e. the role of human interactions with the environment and its relation to the root causes of many global problems.

To successfully complete their participation in the Global Learning Initiative in 2010-12, the following academic programs submitted a report outlining program-level Global Learning Initiative student learning outcomes on Sustainability, Diversity Education, and Global Engagement that they developed through the Initiative based on the university-level GLI outcomes, curricular maps of learning experiences that would enable students in their programs to achieve the proposed outcomes, and a plan to assess their outcomes. We are currently engaged in a collaborative effort to determine how many of these programs still actively embrace and assess these outcomes.

College of Arts and Letters
Art (B.F.A.-Studio Art, B.S.-Interior Design, B.S.Ed.-Art Education)
Comparative Cultural Studies (B.A.)
English (B.A.)
History (B.A., B.S., B.S.Ed-Secondary Education-History & Social Studies)
Modern Languages (B.A.-French, B.A.-German, B.A.-Spanish, B.S.Ed.-Language Education)
Philosophy (B.A.-Philosophy, B.A.-Philosophy, Politics, and Law)
Theatre (B.S., B.A.)

College of Education
Educational Technology (M.A.- Educational Technology)
Student Affairs Counseling (M.A.-Counseling)

College of Engineering, Forestry, and Natural Sciences
School of Earth Sciences/Environmental Studies (B.S.-Environmental Sciences)
Engineering (Engineering Core-D4P courses, BS.E.-Electrical Engineering, B.S.E.-Environmental Engineering)
Computer Science (B.A.-Computer Information Systems, B.S. - Computer Information Systems)
Forestry (B.S.F.)

W.A. Franke College of Business
Business (Business Core courses)
Accounting (B.S.Accy-Accountancy)
Computer Information Systems (B.S.B.A.-Computer Information Systems)
Finance (B.S.B.A.-Finance)
Marketing (B.S.B.A.-Marketing)
Economics (B.S.B.A.-Business Economics, B.S.–Extended Major in Economics)
Hotel and Restaurant Management (B.S.B.A.-Management)

College of Health and Human Services
Dental Hygiene (B.S.D.H.)
Nursing (B.S.N.-Nursing, M.S.-Nursing-Generalist, D.N.P.-Nursing Practice)

Honors
Honors Program (Honors Certificate)

College of Social and Behavioral Sciences
Anthropology (B.A.)
Communications (B.S.-Electronic Media and Film, B.S.-Journalism)
Ethnic Studies (Minor)
Geographic Science and Community Planning (B.S.-Community Planning and Development, B.S.-Geographic Science and Community Planning, B.S.-Sciences Emphasis)
Politics and International Affairs (B.A.-International Affairs, B.A.-Political Sciences, B.S.-Political Science, B.S.-American Political Studies)
Psychology (B.A., B.S.)
Sociology and Social Work (B.A.-Social Work, B.S.-Social Work, B.S. - Sociology)
Women’s and Gender Studies (B.A., B.S.)

NAU – Yuma Campus
Business and Administration (B.B.A.-Business Administration, B.A.S./B.I.S. - Administration, B.A.S./B.I.S.-Technology Management, M.Admin-Administration)
Teacher Education (B.S.Ed.-Teacher Education)


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)?:
No

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:

Over 75% of our academic programs (including those listed above, who have completed their learning outcomes process) have participated in the Global Learning Initiative Project, which requires, among other things, that the department establish a set of sustainability learning outcomes for their majors.

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.