| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 65.09 |
| Liaison | Jen Crothers |
| Submission Date | Aug. 2, 2011 |
| Executive Letter | Download |
University of British Columbia
ER-9: Sustainability Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
0.61 / 10.00 |
Jean
Marcus Associate Director, Teaching & Learning Office UBC Sustainability Initiative |
The number of graduates covered by the sustainability learning outcomes:
Total number of graduates :
A list of degree programs that have sustainability learning outcomes:
Undergraduate Programs:
Bachelor of Applied Science, Civil Engineering
Bachelor of Applied Science, Environmental Engineering
Bachelor of Arts, Geography, Environment and Sustainability
Bachelor of Commerce, Sustainability Concentration
Bachelor of Environmental Design
Bachelor of Science, Agroecology
Bachelor of Science, Applied Biology
Bachelor of Science, Atmospheric Science
Bachelor of Science, Environmental Science
Bachelor of Science, Food, Nutrition, and Health
Bachelor of Science, Global Resource Systems
Bachelor of Science, Natural Resources Conservation
Bachelor of Science, Wood Products Processing
Minor in Environment and Society (Faculty of Arts)
Graduate Programs:
JD, Specialization in Environmental & Natural Resources Law
Graduate Program in Planning
Graduate Program in Resource Management and Environmental Studies
Integrated Studies in Land and Food Systems
Master of Engineering in Clean Energy Engineering
Masters of Landscape Architecture Degree Program
MBA, Sustainability & Business Specialization
Certificate in Watershed Management
The website URL where the publicly available sustainability course inventory that includes a list of degree programs that have specified sustainability learning outcomes is available:
A copy of the sustainability course inventory :
A list or sample of the sustainability learning outcomes associated with the degree programs:
A few examples of sustainability learning outcomes:
1. Understand systems thinking and interconnectedness, and the different purposes of reductionist and holistic approaches to science. (Bachelor of Science, Environmental Science)
2. An ability to perform effectively as a leader and member of a trans-disciplinary team, which entails working towards a common goal while remaining inclusive and respectful of others. (Bachelor of Applied Science, Civil Engineering)
3. Be familiar with energy conservation measures including those which can result from behavioural changes, best practices in design and operation, and state-of-the-art technology. (Master of Engineering in Clean Energy Engineering)
Data source(s) and notes about 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.