Academic and Curricular
Sustainability should be woven into all aspects of learning at CSUMB. Through a sustainability lens, science can uncover how climate change is affecting our ocean, business can prove the return on investment on sustainable choices, and theater and art can portray the impacts that environmental degradation is having on our communities. Every Academic department may learn from and contribute to sustainability through operational and procurement choices.
- Sustainability Literacy Assessment (SULITE) completed in 2017 and 2019 and indicated CSUMB student’s knowledge of sustainability across majors.
- 3,198 students participated in service learning (112,996 hours total)
- Undergraduate Learning Outcome 2 integrates sustainability, ecological and social awareness
- Support Undergraduate Learning Outcome 2: Ensure all students, upon graduation, can answer these two questions: (1) “How does my major or future profession contribute to environmental and social justice problems?” (2) “How does my major contribute to environmental and social justice solutions? (EJ&I)
- Administer the Sustainability Literacy Assessment every 3 years to track student knowledge and understanding of sustainability in support of the United Nations Sustainable Development Goals and Undergraduate Learning Outcome 2. (EJ&I)
- Offer faculty learning opportunities to support integration of climate change and sustainability into their curriculum, request the attendance and participation of two faculty from each department.
- Integrate sustainability as a theme in the General Education Program.
- Explore options for integrating sustainability and climate change into the First Year Seminar.
- Support Service Learning outcomes through opportunities that increase awareness of, and address, the intersection of ecological and social justice issues. (EJ&I)
- Track Service Learning hours by environmental-justice focused partners, and increase by 10% by 2025. (EJ&I)
- Support the civic agency of students, empowering personal and professional behavior that rises to the challenge of climate change and motivates others to engage and act.
- Increase total faculty applicants of CSU Campus as a Living Lab grant, from 3 to 15 by 2025.
- Encourage faculty, class and (therefore) student participation in the Sustainable City Year Program, which partners class projects with the sustainability needs of partner cities. By 2025 we encourage each college to have had at least one course participate in the program.
- 30% of all academic departments complete the Green Office Certification Program by 2025. (This would be 7 departments)
- Create a sustainability statement for syllabi, striving to ensure 50% of all syllabi contain a sustainability statement by 2025.
- Annually identify and recognize faculty and lecturers by college or program who are “Inclusive Sustainablity Champions” in the classroom. (EJ&I)
- Pilot the Green Classroom/Lab program, once developed.
- Identify/construct outdoor classroom spaces.
- Track the location of and how many courses have outdoor instruction.
- Develop a sustainability course designation by 2023. (EJ&I)
- Offer sustainability training opportunities to new faculty, lecturers and instructors.