| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 53.85 |
| Liaison | Aimee Lemrise |
| Submission Date | Jan. 10, 2020 |
| Executive Letter | Download |
Southern Illinois University Carbondale
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
0.58 / 8.00 |
Leslie
Duram Professor Geography and Environmental Resources |
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:
Information provided here is for viewers of this report. However, the Learning Outcomes here do not qualify SIU to receive points in this section of the credit.
Institution level:
SIU Carbondale is committed to ensuring that students graduate with the knowledge, experience, critical-thinking skills and cultural competencies they need to make a difference in our world. Three of the 7 listed institutional learning outcomes are here:
-Civic and Global Engagement
SIU students are informed and engaged citizens who understand the interdependent nature of our society.
-Diversity and Inclusivity
SIU students respect the social construction of difference and engage with diverse individuals and groups representing varied races, ethnicities, ages, genders, cultures, abilities, and family structures.
-Ethical Reasoning and Professional Integrity
SIU students demonstrate professional integrity and make informed judgments based on legal and ethical principles.
Division level:
The goal of Geography is to help society gain a deeper understanding of the dynamic relationship between humans and nature. In order to train our students in the field of Geography, our undergraduate curriculum cross-trains our students in both physical and social science with a focus on the sustainable use of natural resources. The goals of this training are as follows:
Goal 1: provide our students with the knowledge of the major biophysical and social patterns in the world and the key drivers which produce these patterns;
Goal 2: help our students learn how to identify and use geospatial techniques to analyze spatial data for environmental problem-solving or modeling;
Goal 3: teach our students the skills to critically analyze geospatial problems, develop research questions, and conduct research; and
Goal 4: help our students develop effective written and verbal communication skills.
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):
This summary explains the process used to compile the list of programs at Southern Illinois University Carbondale with learning outcomes that align with AC-2.
A graduate student studying Sustainability, Geography and Environmental Resources reviewed the STARS AC-2 standards and terms, then used that knowledge to identify programs and review their student learning outcomes. After identifying applicable departments, the student noted if the SLOs met expectations for AC-2 as defined in G. Standards and Terms. Programs that did not align were excluded from the list (attached word document).
The word document is organized as follows:
1. Programs and links to their webpages
2. Program’s descriptive information, program goals, and student learning outcomes
The chart pasted into the bottom of the word document lists the same programs, in addition to how many degrees were conferred from each of those programs during fiscal year 2019 (Fall 2018 – Spring 2019).
After the student completed the work, it was reviewed by Dr. Leslie Duram, Professor of Geography and Director of Environmental Studies and Geory Kurtzhals, Director, Office of Sustainability.
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:
One of the learning outcome for our Environmental study course-
GEOG 470- Contemporary Issues in Environmental Studies
-Background, current, and future issues linking social responses to scientifically relevant -environmental issues.
Students learn about the multiple geographic, social and ecological factors that influence environmental citizenship and participation.
-Topics include conservation/preservation, green jobs, environmental non-governmental organizations, policy influences, and environmental education. Lectures, guest lectures and seminar style discussions.
-Students develop and demonstrate problem-solving skills as part of a Service Learning project: a hands-on learning experience with an environmental organization in the region.
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The AC-2 inventory was completed by graduate student and Sustainability Fellow, Nick Erwin.
The AC-2 inventory was completed by graduate student and Sustainability Fellow, Nick Erwin.
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.