ABSTRACT
This chapter elaborates a framework for meaningful curricular evaluation that emphasizes process, outcomes, and impacts. In the novel framework for evaluating university sustainable-development activity developed in Universities and the Sustainable Development Future, teaching-centered inquiries focus on the transformation of curricula and course syllabi and on connections with classroom and service-learning, faculty development, and, ultimately, individual human-capabilities enhancement. The triple lens of required knowledge, skills, and values provides a common perspective for cutting into sustainable-development-curriculum transformation. In sustainable-development evaluations, curriculum and syllabi transformations, classroom and service learning, specific teaching objectives, and faculty development funnel down to human-capability building. In the approach to evaluation elaborated here, core sustainable-development competencies provide the reference frame for evaluating learning outcomes. Evaluations of action-oriented competencies are at the "leading edge of outcomes assessment work". Individual-learning outcomes are best measured not in terms of qualifications awarded but in relation to asset building as reflected in "health, family life and social capital".
