|Overall Rating||Silver - expired|
|Submission Date||Dec. 14, 2017|
St. Lawrence University
AC-2: Learning Outcomes
|8.00 / 8.00|
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:
Students are required to complete at least one unit that meets the learning goals of environmental literacy (EL) courses. Courses that fulfill the EL requirement may also fulfill other general education requirements. The Academic Affairs Committee will approve courses for EL credit. EL courses are at least one unit and at least 50 percent of the course’s content must achieve the learning goals for Environmental Literacy, as described:
Environmental Literacy Courses have primary learning goals in which students, through multiple opportunities and classroom instruction, develop:
a. a recognition of the consequences of human activities on natural systems; and/or
b.an awareness of the cultural, economic, and political forces that affect environmental policies; and/or
c.an understanding of natural systems and/or the impacts they can have on the environment, human life, health, and welfare.
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 Sustainability Program trains students to become sustainability leaders in their local and global communities. Through engaged pedagogies that bring students out of traditional classrooms, students will learn how to identify problems, brainstorm solutions, evaluate potential consequences, and implement solutions to local and global problems. Students who participate in this program develop the skills and values necessary to effect positive environmental and social change in the world. The program fosters an interdisciplinary understanding of sustainability problems and solutions while providing students with hands-on experience of farming and other sustainability practices.
The program is designed to guide students in developing five competencies necessary to solving society's most pressing sustainability issues. These competencies include:
Systems Thinking: Understanding the complex relationships among and between social, political, and environmental systems involved in sustainability questions.
Anticipatory Analysis: Thinking into the future to predict future consequences of actions and policies.
Normative Thinking: Recognizing how social beliefs and values impact how we frame issues, develop strategies for solutions, and evaluate decisions about future actions.
Strategic Application: Identifying various strategies for solving recognized problems.
Interpersonal Skills: Working within communities and with others to develop and implement solutions to problems.
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:
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.