University of Connecticut
AC-1: Academic Courses

A brief description of the methodology used to determine the total number of courses offered and to identify sustainability course offerings, including the definitions used and the process for reviewing and/or validating the course inventory : To complete the course inventory, one of the OS interns read through all of the course descriptions in the undergraduate and graduate catalogues, determining if the course met the definition of sustainability we use for this survey ("AASHE defines sustainability in a pluralistic and inclusive way, encompassing human and ecological health, social justice, secure livelihoods, and a better world for all generations. STARS attempts to translate this broad and inclusive view of sustainability to measurable objectives at the campus level. Thus, it includes credits related to an institution’s environmental, social, and economic performance." The Earth Charter (http://www.earthcharterinaction.org/content/pages/Read-the-Charter.html) was also used as a framework in determining courses that were sustainability related and focused. Courses that were considered “focused” pertained mainly to the environment and dealt with sections from the Earth Charter such as “Protect and restore the integrity of Earth's ecological systems, with special concern for biological diversity and the natural processes that sustain life” and “Prevent harm as the best method of environmental protection and, when knowledge is limited, apply a precautionary approach.” Sections considered to be “related” did not pertain directly to the environment and embodied excerpts from the Earth Charter such as “Uphold the right of all, without discrimination, to a natural and social environment supportive of human dignity, bodily health, and spiritual well-being, with special attention to the rights of indigenous peoples and minorities and “Build democratic societies that are just, participatory, sustainable, and peaceful.” The definition that UConn specifically uses for sustainability is from the Academic Plan. "...problems of environmental sustainability cannot be addressed solely by grasping the scientific principles that lead to technical solutions. Successful resolution also requires understanding their ethical, social, legal, economic, and cultural implications from a global perspective." Other interns and sustainability coordinators from the OS then went through all of the courses in the graduate and undergraduate catalogs eliminating internships, practicums, independent studies, special topics courses, thesis, dissertation, and capstone courses, clinical courses, physical education courses, and exclusively performance based courses (such as concert choir or marching band). All courses that are offered exclusively at one of the regional campuses (such as classes in Medical Science or Dental Science) were excluded as well, because those schools do not fall within the institutional boundary we report for this survey.

While a full review of the course catalog was not conducted in 2020, the vast majority of course offerings remained the same from our report in 2018. A review of our 2018 data submitted revealed numerous instances where independent studies, lab practicums, and performing arts courses were included in the report. Due to the specialized nature of these courses, AASHE allows for them to be removed from the course inventory. A keyword search and subsequent review allowed us to streamline our data submitted to identify and exclude any course that met this criteria from our 2020 submission. This more accurately reflects the percentage of standard course offerings which are focused on sustainability or contain sustainability as a learning outcome. Links online if needed: Full course list: https://ecohusky.uconn.edu/wp-content/uploads/sites/2041/2018/03/FINAL.pdf Focused: https://ecohusky.uconn.edu/wp-content/uploads/sites/2041/2018/03/FOCUSED-list-UG-and-Grad.pdf Related: https://ecohusky.uconn.edu/wp-content/uploads/sites/2041/2018/03/RELATED-list-UG-and-Grad.pdf