| Overall Rating | Platinum |
|---|---|
| Overall Score | 85.88 |
| Liaison | Sam Lubow |
| Submission Date | March 3, 2022 |
Stanford University
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
7.69 / 8.00 |
Melissa
Maigler Sustainability Coordinator Sustainability & Energy Management |
Has the institution adopted one or more sustainability learning outcomes that apply to the entire student body or, at minimum, to the institution's predominant student body?:
Which of the following best describes the sustainability learning outcomes?:
A list of the institution level sustainability learning outcomes:
Sustainability as a learning outcome for all students is specifically listed as one of the driving principles at Stanford, as directed by former Stanford Provost John Etchemendy. The Provost instituted this institution-level sustainability learning outcome in January 2017. See details here: http://sustainable.stanford.edu/about/principles
Total number of graduates from degree programs:
Number of graduates from degree programs that require an understanding of the concept of sustainability:
A brief description of how the figure above was determined:
Stanford's Institutional Research & Decision Support team provides publicly available data on degrees conferred by academic year. See details here: https://irds.stanford.edu/data-findings/degrees-conferred
The most recent results from academic year 2021 were analyzed.
A list of degree programs that require an understanding of the concept of sustainability:
The Office of Sustainability analyzes the degrees conferred datasets and determines which degrees are sustainability related. The attached list shows degree programs that include sustainability as a learning outcome as part of the process of earning that specific degree. These departments champion sustainability above and beyond the level of other departments on campus. However, students are also exposed to sustainability through many other avenues at Stanford, including introductory seminars, general education courses, campus as a living lab opportunities, and more.
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
Website URL where information about the sustainability learning outcomes is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The data reported and analyzed for both the numerator and denominator metrics includes only the 'predominant student body,' which is the undergraduate and graduate student populations.
Even for degree programs that were marked as sustainably-focused in the AC-3 or AC-4 credit categories, those credit categories are based on program information that was current as of March 2022 when the STARS report was submitted. Our team took an extra step to confirm the program requirements reported in this Learning Outcomes credit included sustainability for the specific performance period being evaluated in this submission (AY2021). The complete Course Catalog for AY2021 is available in the 'Additional Documentation' upload.
Please note that the perceived 'decrease' in the number of students between the prior STARS submission in 2019 and this latest STARS submission is partially because the doctoral student counts (~1000 students) were inadvertently included in the 2019 submission; doctoral students are not included in this 2022 submission. Additionally, our team used a much more critical lens in evaluating the Learning Outcomes and potential courses considered to count the programs with sustainability as a Learning Outcome in Part 2 of this credit. The strong sustainability keywords we have opted to use to justify counting the programs as sustainable are: ecological, ecology, sustainability, environment, environmental, climate, earth system, and conservation. As another example of our more critical analysis, a program was not counted as having sustainability as a Learning Outcome if a sustainability course was optional rather than being required.
The data reported and analyzed for both the numerator and denominator metrics includes only the 'predominant student body,' which is the undergraduate and graduate student populations.
Even for degree programs that were marked as sustainably-focused in the AC-3 or AC-4 credit categories, those credit categories are based on program information that was current as of March 2022 when the STARS report was submitted. Our team took an extra step to confirm the program requirements reported in this Learning Outcomes credit included sustainability for the specific performance period being evaluated in this submission (AY2021). The complete Course Catalog for AY2021 is available in the 'Additional Documentation' upload.
Please note that the perceived 'decrease' in the number of students between the prior STARS submission in 2019 and this latest STARS submission is partially because the doctoral student counts (~1000 students) were inadvertently included in the 2019 submission; doctoral students are not included in this 2022 submission. Additionally, our team used a much more critical lens in evaluating the Learning Outcomes and potential courses considered to count the programs with sustainability as a Learning Outcome in Part 2 of this credit. The strong sustainability keywords we have opted to use to justify counting the programs as sustainable are: ecological, ecology, sustainability, environment, environmental, climate, earth system, and conservation. As another example of our more critical analysis, a program was not counted as having sustainability as a Learning Outcome if a sustainability course was optional rather than being required.
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.