Overall Rating Silver - expired
Overall Score 61.96
Liaison Briar Schoon
Submission Date June 30, 2017
Executive Letter Download

STARS v2.1

Portland Community College
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 5.33 / 8.00 Stephania Fregosi
Sustainability Analyst
Facilities Management Services
"---" 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):

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:

One of PCC's core learning outcomes is Community and Environmental Responsibility. This applies to all students pursuing transfer degrees and gen ed degrees (AS, ASOT, AAOT, AGS). This outcome covers about 70% of our students. Those not covered include certificate and career pathways students.

"Community & Environmental Responsibility - Apply scientific, cultural and political perspectives to natural and social systems and use an understanding of social change and social action to address the consequences of local and global human activity."

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):

The college has a Sustainability Focus Award. Focus Awards recognize the completion of a collection of courses in an area of study. By taking the courses required for a Focus Award, students deepen and broaden their knowledge and experience in that particular area of study.

The PCC Sustainability Focus Award is designed for students who are interested in exploring the interdependent social, economic and environmental pillars of sustainability (the triple-bottom-line) topics from multiple perspectives, and in increasing their course experience in this multi-disciplinary topic.

By earning this Focus Award, the student demonstrates to potential employers and transfer colleges a deep and broad understanding of sustainability issues.

More info: http://catalog.pcc.edu/focusawards/sustainabilityfocusaward/

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:

In addition to the College core learning outcome, the SPARC Council has created 7 Green Outcomes for faculty to embed into their curriculum for sustainability focused and related courses. The outcomes represent an inter-disciplinary approach and faculty from all departments are encouraged to enhance their courses with sustainability by incorporating one or two of these outcomes. These are voluntary and pre-approved by the Education Advisory Council.

1. Critically examine the complex and interconnected relationship between human behavior and the environment through a lens of sustainability and “the triple bottom line” (people, planet, profit).

2. Critically evaluate the root causes of environmental problems, including historical, cultural, ethical, political, economic, social, structural, and/or infrastructural issues, in order to recommend, implement and/or engage in problem-solving to address the challenges and opportunities of promoting sustainable development.

3. Examine existing and alternative resource use and identify quantitative or qualitative processes to educate and provide services to prevent, reduce, or mitigate environmental degradation and increase resource and energy efficiency.

4. Express the significance of environmental sustainability in written, oral, artistic, physical, and/or mechanical forms.

5. Use an awareness of the impacts of ecological issues and policies on communities of diverse backgrounds, on the local, regional, national, and international level, in order to interact with sensitivity, respect, and a sense of responsibility to others and the future.

6. Apply sustainable practices in the workplace and communities, as citizens, and/or in the development of public policy.

7. Apply an understanding of basic ecological principles (the interconnectedness of organisms to each other and their environment) to environmental problems and sustainability issues.

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.