|Submission Date||Dec. 12, 2019|
AC-2: Learning Outcomes
|7.59 / 8.00||
Office of the Vice Rector, External and International Affairs and Health
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:
In May 2009, Université Laval’s Education Commission decreed that sustainability should be integrated into all undergraduate programs. This decision is formalized in the Réglement des Études (“Academic Regulation”, https://www.ulaval.ca/fileadmin/Secretaire_general/Reglements/reglement-des-etudes-03062014.pdf). Indeed, under Article 104: General Objectives, it is listed in Section C that all undergraduate programs must initiate and equip students with an understanding of sustainability-related issues, and provide them with the skills to act responsibly.
To fulfill this requirement, an institution-wide evaluation was undertaken to assure that every undergraduate program included at least one course that had been deemed a “Sustainability Course” (see section AC-1), If not so, head of program have to provide a written justification on how they manage to answer this part of the regulation throughout a program approach. For certain programs, such as the B.A. in Environment, this was a simple task which could be accomplished simply by reading the program description. However, for other programs the integration was more difficult. For example, in the case of the B.Sc. in Mathematics, a list of Sustainability Courses outside of the Mathematics Department was added to the program course list, from which students have to choose and complete one course. The B. in Anthropology and B. in art teaching provided a note on which they expose us how they manage to answer this sustainability initiation without a specific sustainability-identified course.
For each undergraduate program, this academic regulation is being assessed periodically on a 10-years basis. We therefore can say that, as the modification was made in May 2009, all undergraduate programs has had to assess how they do initiate their students to sustainability in a program approach.
There are various forms of implementations of sustainability outcomes at the faculty level or programs level. It can be to comply with an agreement, for positioning, for value-adding or for recruiting. Examples:
- Faculty of science and engineering implemented had to develop 12 qualities for its students, as part of the Canadian agreement for engineering programs. One of these qualities (quality #9) definition is clearly a sustainability outcome for our 16 undergraduate engineering programs : “develop the capacity to analyse the social and environmental impacts of engineering-related activities”;
- Faculty of administration identify and promote a lot of their courses in sustainability for recognition and promotion of sustainability education but also to comply to their external agreements (Equis for example, for administration schools);
- Faculty of medicine, it’s part of their strategic planning to include the implementation and the promotion of sustainable health in its teachings. This engagement toward sustainable health has brought health programs within the programs embedded with sustainability learning outcomes (nursing, pharmacy, medicine…),improving our results on that criteria;
- 25 undergraduate programs (out of 95) offers their students an opportunity to add a minor in sustainability within their program (Profil en développement durable). This study profile in sustainability is displayed on diploma, as an academic recognition of a specific learning outcome. The study profiles development and coordination are managed at the institution level mostly, but has to land locally in interested programs.
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):
To determine the list of programs that include sustainability learning outcomes, the following methodology was developed:
• First, Sustainability Programs are often directly identified right in the program name. It’s the “evidence rule”. These programs were designed specifically with these sustainability learning outcomes in mind, such as in the cases of the MBA in Corporate Social Responsibility, the B.Sc. in Chemistry with an Environmental concentration, or the LL.M. in Environmental, Sustainability and Food Security Law ;
• In other cases, sustainability is included in the program’s main objectives, such as in the case of the B.Eng. in Electrical Engineering, which must include an adequate study of renewable energies, or the Masters in Territorial Planning and Regional Development, which highlights urban adaptation to climate change as one of its major educational focuses ;
• Finally, programs without sustainability reflected in the name of the program, in minors, concentrations or in its objectives, can be part of the list if courses in sustainability (see AC-1) are mandatory.
Additionally, here is a list of the main objectives of few programs that have specific sustainability learning outcomes:
• Bachelor's degree in agronomy - soils and environment: This program prepares the students to put science at the service of the conservation of the biological and biophysical resources in agricultural environment, mainly in soil and environment, in a perspective of sustainable development. http://www.fsaa.ulaval.ca/nc/les-etudes/programmes-de-1er-cycle/baccalaureat-agronomie-sols-et-environnement/
• Integrated bachelor's degree in natural and managed environments: This bachelor's degree aims to train environmental professionals and, in particular, the conservation and sustainable management of natural environments. This practical multidisciplinary training will enable the students to apply the principles of ecology and natural resource management to the maintenance, enhancement and restoration of biodiversity while taking into account the needs of communities. It will also enable the students to accompany organizations and communities on the road to sustainable development. https://www.ulaval.ca/les-etudes/programmes/repertoire/details/baccalaureat-integre-en-environnements-naturels-et-amenages-b-sc-a.html
• Master of Spatial Planning and Regional Development: This discipline deals with issues related to the organization of space and the development of regions. The students will be able to meet the needs of the population by taking into account constraints of all kinds, while respecting the principles of sustainable development and equity between regions and major urban centers. https://www.ulaval.ca/les-etudes/programmes/repertoire/details/maitrise-en-amenagement-du-territoire-et-developpement-regional-matdr.html
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:
As mentioned, when there wasn’t any evidence of SD neither in the name nor the objectives of any given program, the presence of a mandatory labeled course in sustainability in the program was considered as a SD learning outcome.
Sustainability courses are labeled according to sustainability competencies development. Therefore, a labeled mandatory course in any given program provides students with competencies or skills to address sustainability issues, acknowledging a learning outcome in sustainability for students.
Courses labeled in sustainability : https://www.ulaval.ca/les-etudes/cours/repertoire.html?attributs=DEDU&page=0
Description of these SD courses in AC-1.
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
- All undergraduate programs has assessed how they do initiate their students to sustainability in a program approach. 5400 / 5400
- 1855 / 2166 students of master programs got their diploma from a master program providing SD learning outcome. (see AC-2 stats for STARS.xls)
- 235 / 333 students of doctoral programs got their diploma from a master program providing SD learning outcome. (see AC-2 stats for STARS.xls)
For a total of 7490 / 7899 = 94.82%
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.