| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 45.40 |
| Liaison | Luc Surprenant |
| Submission Date | Dec. 2, 2016 |
| Executive Letter | Download |
Université de Montréal
AC-1: Academic Courses
| Status | Score | Responsible Party |
|---|---|---|
|
11.35 / 14.00 |
Pascale
Lefrancois Vice-rector Student Affairs & Academics |
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indicates that no data was submitted for this field
Figures required to calculate the percentage of courses offered by the institution that are sustainability course offerings:
| Undergraduate | Graduate | |
| Total number of courses offered by the institution | ||
| Number of sustainability courses offered | ||
| Number of courses offered that include sustainability |
Percentage of courses that are sustainability course offerings:
Total number of academic departments (or the equivalent) that offer courses (at any level):
Number of academic departments (or the equivalent) that offer at least one sustainability course and/or course that includes sustainability (at any level):
Percentage of academic departments with sustainability course offerings:
A copy of the institution’s inventory of its sustainability course offerings and descriptions:
Do the figures reported above cover one, two, or three academic years?:
Three
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 :
1. The title and description of courses that may include sustainability content were analysed through a process that detected the presence of specified keywords from a predetermined list of term or abbreviation developed to this end. A sorting was, afterward, performed according to the output:
a. The courses with negative output (does not contain at least one of the term or abbreviation in their title or descriptive) were identified as such and weren’t analyzed further.
b. Those with positive output, but without any sustainability content, were qualified as “false positive” after being identified visually.
c. The courses with a positive output with visually confirmed sustainability content were sorted as “sustainability-focused” or “sustainability-related” accordingly to STARS criteria (AASHE, 2016).
Thereafter, the professorial community was consulted to confirm the attribute associated with their courses (“sustainability-focused” or “sustainability-related”). Every demand of withdraw was executed without any need of justification while demand to add an attribute, for methodological reasons, were asked to be explained and justified.
2. Some courses have been excluded from the total number, in respect with the criteria of STARS, considering the lack of stability in content or the absence of specific topics. The following courses were specifically targeted:
a. PhD Comprehensive Examination
b. Internship
c. Practicum courses
d. Research project
e. Thesis presentation courses (Master and Ph. D)
f. Directed study courses/special topic course/directed reading
g. Seminar courses
h. Stage
i. Methodology courses
3. The list of keyword was developed to be able to discriminate the courses that may contain some component of sustainability from those who don’t. It was assumed that courses without any of the specified keyword in their title or descriptive were not related to sustainability.
The Sustainability Policy of the University of Montreal (Université de Montréal, 2014) and the definition of sustainability of STARS (AASHE, 2016) were used as substrate to create the 65 words or abbreviations used in the analysis:
agriculture gouvernance
aménag hydro
autochtones interna
bio justice
changement social locale
citoy malnutrition
climat margi
collaborat minorité
coloni mobilité
communaut mondialis
conservation naturel
consultation oppression
contamination paix
coopéra partage
culture patrimoine
démocrat pauvreté
démogra paysa
déterminant pollution
discriminat population
diversi protection
durable recyclage
éco ressources naturelles
égalit santé publique
énergie socia
enviro sociét
équit spéciation
éthique territoire
ethno tiers-monde
exclusion transport
féminis urba
femme vert
gestion intégrée violen
globalisation
How were courses with multiple offerings or sections counted for the figures reported above?:
Each course was counted as a single course regardless of the number of offerings or sections
A brief description of how courses with multiple offerings or sections were counted (if different from the options outlined above):
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Are the following course types included in the inventory? :
| Yes (included) or No (not included) | |
| Internships | No |
| Practicums | No |
| Independent study | No |
| Special topics | No |
| Thesis / dissertation | No |
| Clinical | No |
| Physical education | No |
| Performance arts | No |
The website URL where information about the programs or initiatives is available:
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
References:
AASHE, 2016. STARS, Technical Manual, Version 2.1, Administrative Update One, Association for the Advancement of Sustainability in Higher Education. 316 p. URL: http://www.aashe.org/files/documents/STARS/stars_2.1_technical_manual_-_administrative_update_one.pdf
Université de Montréal, 2014. Politique de développement durable, Recueil officiel : règlements, directives, politiques et procédures. 5 p. URL: http://secretariatgeneral.umontreal.ca/fileadmin/secretariat/Documents/Reglements/adm10_50-Politique_developpement_durable.pdf
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.