|Overall Rating||Gold - expired|
|Submission Date||March 1, 2019|
University of Richmond
AC-2: Learning Outcomes
|1.07 / 8.00||
Director of Sustainability
Office for Sustainability
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:
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):
Environmental Studies Description: Environmental studies is an applications-oriented field, and courses in the program prepare you to approach environmental problems from a wide variety of perspectives and disciplines. The courses all tend to be intensely interdisciplinary; students are being prepared to use the methods and theories from many branches in the natural sciences, social sciences, and humanities to interpret and solve environmental problems. Since there are rarely any easy answers to environmental problems, students in environmental studies courses also learn to think critically and analyze environmental issues from the perspective of a variety of competing stakeholders. Professors emphasize clear and jargon-free communication so that the results of student research can be presented in a manner accessible across the disciplines.
Learning outcomes: Human relationship to natural world; Inter-relationships; Awareness of environmental issues; Environmental problem solving; Critical thinking; Analytical thinking; Communication skills; Active citizenry; Active learning
Geography & the Environment Description: The discipline of geography seeks to understand the transformation of the earth in relationship to both human and environmental processes and serves as a bridge between the natural and social sciences. Spatial theories (scale, location, place, and connectivity) allow geographers to critically analyze change in the cultural, physical and economic landscape. Students find geography’s interdisciplinary nature combines well with other programs and fields of study such as international studies, environmental studies, biology and economics.
Learning Outcomes: Understand global connections; Integrative problem solving; Understanding of the earth’s cultural and biological diversity
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:
BIOL 202: Biology 202 Integrated Biological Principles II - is a required course for Biology majors.
In the course, students explore (1) the abiotic and biotic challenges organisms
face and the diversity of physiological, behavioral, and life history strategies they utilize; and (2) the physiological constraints, ecological interactions, and evolutionary outcomes surrounding organismal reproduction in a resource-limited environment. Students will increase their understanding of biodiversity, analyze the impacts of climate change, model population dynamics, and discuss the role of conservation and sustainability in species survival.
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 email@example.com.