Overall Rating Silver - expired
Overall Score 48.64
Liaison Lawrence Brien
Submission Date Dec. 12, 2018
Executive Letter Download

STARS v2.1

State University of New York at Brockport
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 1.38 / 8.00
"---" 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:

Goals of a Brockport Education

Brockport students gain knowledge of human cultures and the physical and natural world. Through integrative and applied learning, they develop intellectual and practical skills including intercultural knowledge and competency that shapes their sense of personal and social responsibility.

Through Brockport's General Education Program, Major Programs, and Co-Curricular experiences, graduates will achieve the following Institutional Student Learning Outcomes:

Written and Oral Communication: Brockport graduates will be able to express ideas in a coherent, logical, and compelling way, in both written and oral forms appropriate to their disciplines.

Quantitative Reasoning: Brockport graduates will be able to analyze, interpret and communicate quantitative information in a variety of formats, and solve relevant quantitative problems using appropriate methods.

Intercultural Competence: Brockport graduates will be able to demonstrate an understanding of multiple world views and experiences as well as of relationships between diversity, inequality, and social,economic and political power, both within the United States and globally.

Critical Thinking and Information Literacy: Brockport graduates will be able to identify issues clearly, synthesize and contextualize relevant sources to achieve specific purposes, and make connections across experiences and disciplinary perspectives to generate well-reasoned and imaginative approaches to historical and contemporary issues, problems, and challenges.

Civic Engagement: Brockport graduates will be able to demonstrate an understanding of the importance of civic engagement and civic responsibility through knowledge and experience gained in their academic field(s) of study and co-curricular explorations.

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):

- A list of degree programs that have sustainability learning outcomes:
Environmental Science and Biology
Earth Science
Water Resources

A list or sample of the sustainability learning outcomes associated with the degree programs:

Environmental Science:
(i) Explain basic topics in environmental science, such as air and water pollution, population growth, energy and sustainability.
(ii) Explain basic aspects of federal and state environmental law, such as the National Environmental Policy Act, the Clean Air and Water Acts, the Endangered Species Act, and the NY State Environmental Quality Review Act.

Earth Science:
(i) Explain the processes that affect the solid earth and the time scales in which they operate; describe how these processes have shaped earth history.
(ii) Recognize atmospheric and oceanic circulations and explain how they influence Earth’s climate.
(iii) Explain how science as an enterprise accounts for processes and phenomena that humans and society experience, infer and observe. Using a specific theme (e.g. future of life on earth, anthropogenic climate change, mutation and exchange of genes from viruses to humans, space travel and biodiversity), demonstrate how scientists use basic principles of energy, matter, motion, behavior in society, ecology and evolution to understand and predict phenomena on many different scales, ranging from the microscopic to universal.

(i) Explain the Earth’s processes that shape the surface and near-surface environment; apply these concepts to real-world problems.
(ii) Recognize the chronology of important events in earth history and how this history can be inferred from the rock record.
(iii) Explain the significance of energy and mineral resources to modern social, economic, and political forces and perspectives on energy and mineral resource development and exploitation, present use and management, and alternatives to current utilization practices.

(i) Describe normal human behavior as a function of biological, environmental, and cultural influences.

Water Resources:
(i) Evaluate and analyze, for natural and anthropogenic influences, hydrological systems and processes for the purpose of water resources assessment and management.

(i) Understand the business environment, including societal, ethical, legal, political, and diversity issues that impact business.
(ii) Analyze commercial, social, and ethical situations from the perspectives of different organizational stakeholders. Understand globalization, public policy, government regulation, consumer rights, corporate social responsibility, environment concerns, employee rights, and corporate governance.

(i) Demonstrate an understanding of the general circulation of the atmosphere and explain how it influences the climate of a place.
(ii) Discuss atmospheric parameters (temperatures, humidity, pressure, winds); the formation of clouds, rain and snow; middle-latitude cyclones and hurricanes; and the development of thunderstorms, lightning, hail and tornadoes.
(iii) Demonstrate weather forecasting, climate change, air pollution, and optical phenomena. Able to analyze meteorological concepts, data, and maps.

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 or simply email your inquiry to stars@aashe.org.