Overall Rating Silver
Overall Score 60.52
Liaison Seth Vidana
Submission Date March 1, 2019
Executive Letter Download

STARS v2.1

Western Washington University
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 0.82 / 8.00 Grace Wang
Associate Professor
Environmental Studies
"---" 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):
3977

Number of students that graduate from programs that have adopted at least one sustainability learning outcome:
406

Percentage of students who graduate from programs that have adopted at least one sustainability learning outcome:
10.21

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

Does the institution specify sustainability learning outcomes at the institution level (e.g. covering all students)?:
Yes

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:

GUR competency 11:
Understand and assess the impacts of interactions among the individual, society, and the environment.

http://www.wwu.edu/gened/index.shtml

WWU institutional values includes this:
• Responsible stewards of resources.

https://president.wwu.edu/mission-statement-and-strategic-plan

Undergraduate Learning Goals
Students who graduate with a B.A. from Huxley College will have the following attributes:

Understand the natural environment as a system and how human enterprise affects that system.
Acquire the knowledge and skill to apply a systems approach to the analysis and management of natural and human-made environments.
Understand that the modern world is an entity that is ecologically, economically, and politically interconnected and interdependent and what the implications are of this for environmental problem solving.

Be able to deal in complex wholes – to view the self and social situation in their full ecological, cultural, and social context.
Understand the temporal dimension of the environment, including what forces have created the contemporary environment and what effects current behavior may have on future environments.

Perceive the future of society and environment as a range of alternate possibilities, which will be determined by the policies and decisions of the present, and understand the processes through which these policies and decisions are made.
Acquire a measure of logical skill in working through the moral dilemmas implicit in the assignment of social priorities and in the risks involved in seeking to attain those priorities.

Acquire specific skills necessary to achieve understanding of and solutions to environmental problems, including those necessary for assessment of environmental impact of human activity, and for monitoring of the health of environmental systems.
Be prepared for entry into professions involved in environmental monitoring, assessment, management and education, and/or for entry into graduate and professional school.


Does the institution specify sustainability learning outcomes at the program level (i.e. majors, minors, concentrations, degrees, diplomas, certificates, and other academic designations)?:
No

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

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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Some courses have begun to align with the University's Strategic Plan, though nothing we can document at this time.

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.