ABSTRACT
Evaluating and assessing SHES-related programs is challenging due to (i) the lack of an accrediting or certification body and piecemeal development of the field, (ii) the few existing tools, which have assorted strengths and weaknesses, and (iii) dissociation from first principles of the field. This chapter includes a brief review of international sustainability assessment principles, assessment progress, and measurement tools and rubrics. Existing assessment systems are reviewed as well as the literature on sustainability learning outcomes and competencies. Competencies reviewed include systems-thinking, anticipatory competence, strategic competence, and interpersonal competence. The chapter next presents an assessment rubric and strategy based upon first principles of the SHES field and SHES-style program designs. The assessment rubric includes criteria for assessing holistic thinking, systems thinking, supradisciplinary thinking, complexity thinking, temporal thinking, diversity thinking, collaboration, and social learning from a scale ranging from no evidence, through beginning and developing, to accomplished. By focusing on basic essential skills and principles, the SHES learning outcomes approach matches the central purpose and goals of the SHES field without limitation based on context, providing a framework that can be used as a template for evaluating a wide array of institutions and programs. The chapter also includes guidance for an external program review process including a self-study and use of external reviewers. Finally the example of a college wide review is presented utilizing a regional reaccreditation process.
