Overall Rating Silver
Overall Score 59.07
Liaison Erin Akins
Submission Date March 5, 2020
Executive Letter Download

STARS v2.1

University of Saskatchewan
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 0.18 / 8.00 Matt Wolsfeld
Community Engagement Co-ordinator
Office of Sustainability
"---" indicates that no data was submitted for this field

Total number of graduates from degree programs (i.e. majors, minors, concentrations, certificates, and other academic designations):
7,953

Number of students that graduate from programs that have adopted at least one sustainability learning outcome:
177

Percentage of students who graduate from programs that have adopted at least one sustainability learning outcome:
2.23

Do the figures reported above cover one, two, or three academic years?:
Two

Does the institution specify sustainability learning outcomes at the institution level (e.g. covering all students)?:
No

Does the institution specify sustainability learning outcomes at the division level (e.g. covering particular schools or colleges within the institution)?:
Yes

A list or brief description of the institution level or division level sustainability learning outcomes:

Division Level Sustainability Learning Outcomes:

School of Environment and Sustainability: 96 Graduates
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Graduates from the School of Environment and Sustainability:

Think holistically with ethical intent
- Apply critical and creative thinking to sustainability problems
- Transcend disciplinary boundaries to achieve harmonious integration of human and natural systems
- Identify and assess how human and natural systems work and interact

Deeply understand sustainability
- Explain and understand the origins and multiple dimensions of sustainability
- Think across and within systems
- Develop a fulsome vocabulary to demonstrate a deep understanding of sustainability
- Understand how complexity and uncertainty affect the sustainability of socio-ecological systems
Integrate a range of perspectives and ways of knowing:
- Demonstrate and encourage respect for a range of perspectives and ways of knowing
- Are able to articulate the benefits and limitations of a range of perspectives and ways of knowing
- Are profoundly aware of their own position, its strengths, limitations, and assumptions

Are ambassadors for sustainability and agents of change:
- Mobilize theory into practice to solve problems
- Ask bold/difficult/challenging questions
- Are courageous, tenacious risk-takers in the face of change
- Can perceive practical solutions and new insights to sustainability challenges

Have research expertise:
- Can work effectively in interdisciplinary, inter-cultural and/or cross-sectoral teams
- Understand the process of research
- Know how to design and execute effective interdisciplinary research
- Can synthesize, integrate, analyze and evaluate data for the purpose of creating new knowledge
- Know how to conduct research ethically

Demonstrate collaborative, leadership and professional skills in knowledge sharing:
- Can work effectively in interdisciplinary, intercultural and/or cross-sectoral teams
- Can plan and manage sustainability projects and research
- Can effectively manage self in the context of sustainability projects (e.g. setting realistic deadlines, being reliable, working effectively under uncertainty, solving problems, maintaining a positive attitude, modelling professional conduct)
- Can facilitate, mediate, translate, and communicate knowledge to appropriate audiences in many different forms

Have a substantive area of expertise in keeping with their program of study:
- Demonstrate excellence within their chosen field of study
- Can create, analyze, synthesize and communicate within their field(s) of study


Does the institution specify sustainability learning outcomes at the program level (i.e. majors, minors, concentrations, degrees, diplomas, certificates, and other academic designations)?:
Yes

A list or brief description of the program level sustainability learning outcomes (or a list of sustainability-focused programs):

Sustainability Focused Programs:

ENVIRONMENT AND SOCIETY (College of Arts and Science): 12 Graduates

Environment and Society provides students an interdisciplinary program that prepares them for employment or further study in a broad range of areas related to the Environment. Through exposure to science, social science, and humanities perspectives related to the environment, students will develop an understanding of environmental science, resource management, environmental philosophy, policy, and environmental studies.

ENVIRONMENTAL BIOLOGY (College of Arts and Science): 23 Graduates

Students completing this program will have a comprehensive understanding of the basic science of environmental biology and ecological theory, an exposure to technical skills, and will be articulate and knowledgeable about the complex environmental issues facing our society.

ENVIRONMENTAL EARTH SCIENCES (College of Arts and Science): 20 Graduates

The interdisciplinary program explores the relationships, both modern and ancient, among the solid Earth, the atmosphere, the oceans, and the biosphere; its primary emphasis is on the physical sciences, rather than the biological sciences. An important part of the program is training in methods, including field methods, of investigating and interpreting near-surface environments, and the effects of human activities upon them.

ENVIRONMENTAL ENGINEERING (College of Engineering): 26 Graduates

This program educates environmental engineers to develop solutions to environmental problems using the principles of biology, physics, and chemistry.


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)?:
No

A list or brief description of the course level sustainability learning outcomes and the programs for which the courses are required:
---

The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
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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.