Abstract
In 2010 Michigan State University launched an undergraduate academic specialization (minor) in sustainability. Two distinct components mark this unique program: 1.) competency-based curriculum, and 2.) portfolio evidence and assessment. The pro gram requires that students achieve wholeness and balance in terms of synthetic and integrative learning among the following eight competency areas, each denoted by a classification scheme: personal devel opment, critical thinking, civic engagement, systems thinking, social equity, economic vitality, ecological integrity, and aesthetic understanding. Students must complete an introductory course, 11 elective credits, a practicum, and a portfolio capstone. The program illustrates how to embed accountability through the fostering and tracking of student learning outcomes (the learning paradigm) instead of using other metrics such as student enrollment, credit hours, and mere participation (instructional paradigm). Accordingly, the program represents calls for higher education institutions to embrace the learning paradigm approach.
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