LB approves Educational Outcome revision, talks Instiutional Equity – The Mac Weekly

Report on Macalester College Student Government Legislative Body Meeting: Aligning Campus Initiatives with Sustainable Development Goals

I. Introduction

A meeting of the Macalester College Student Government (MCSG) Legislative Body was convened on November 6. The session addressed key campus initiatives, with discussions and decisions reflecting a strong alignment with the United Nations Sustainable Development Goals (SDGs), particularly in the areas of health, education, and equity.

II. Advancing Good Health and Well-being (SDG 3)

The meeting commenced with a focus on student mental and physical health, a core component of SDG 3. The newly appointed Director of Counseling at the Laurie Hamre Center for Health and Wellness, Sara Pournoor, was introduced.

Key Initiatives for Counseling Services:

1. Maintaining and Enhancing Care: A primary goal is to sustain the quality of existing counseling services.
2. Infrastructure Development: Efforts will be directed toward building robust infrastructure to support the continued delivery of high-quality care.
3. System Modernization: An update to the electronic health record system is planned to improve service efficiency.
4. Community Collaboration: A strategic focus will be placed on building coalitions across campus to foster collective healing and support networks, directly contributing to the well-being targets of SDG 3.

III. Promoting Equity and Strong Institutions (SDG 10, SDG 11, SDG 16)

The Vice President for Institutional Equity provided updates on departmental efforts to strengthen institutional justice and reduce inequalities, in line with SDG 10 (Reduced Inequalities) and SDG 16 (Peace, Justice and Strong Institutions).

Updates on Institutional Equity:

• Land Acknowledgement Revision: A significant initiative is underway to revise the college’s land acknowledgement. The goal is to transform it from a performative statement into a meaningful, action-oriented practice that engages with and highlights Indigenous voices. This work supports SDG 11.4, which calls for strengthening efforts to protect and safeguard cultural heritage.
• Immigration Response Protocols: The administration affirmed that established protocols for responding to potential Immigration and Customs Enforcement presence are in place. These protocols will be continuously updated in response to federal, state, and local policy changes, ensuring the institution remains a just and safe environment as per SDG 16.

IV. Ensuring Quality Education (SDG 4)

A proposal for a college-wide educational outcome revision was presented, emphasizing the institution’s commitment to SDG 4 (Quality Education). The revision aims to define the long-term vision for a Macalester education, integrating learning from all aspects of the student experience, including coursework, internships, and leadership roles.

Revised Educational Outcome Statement:

• The proposed revision, informed by extensive community feedback, was condensed into a single guiding sentence: “At the end of the Macalester experience, we want the graduates to be able to apply the liberal arts journey to engage ethically with the world.”
• The Legislative Body endorsed this revision, formally adopting a framework that promotes skills for sustainable development and global citizenship.

V. Student-Led Initiatives Supporting Diverse SDGs

Updates from various student liaisons and committees highlighted a broad commitment to sustainability and community well-being across multiple SDGs.

• SDG 2 (Zero Hunger): An MCSG-led food drive was announced to support community members affected by federal cuts to the Supplemental Nutrition Assistance Program (SNAP).
• SDG 3 (Good Health and Well-being): Discussions were initiated to improve student access to the Leonard Center and promote transparency regarding varsity team schedules, enhancing opportunities for physical activity.
• SDG 11 (Sustainable Cities and Communities): The release of a residential life experience survey was announced to gather data for improving campus living conditions.
• SDG 12 (Responsible Consumption and Production): The work of the Bon Appétit Fellow in promoting sustainable food practices on campus was highlighted.
• SDG 16 (Peace, Justice and Strong Institutions): A new committee was announced to foster increased and improved interactions between students and the Public Safety office.

Analysis of SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 2: Zero Hunger

  The article mentions a food drive organized by the Macalester College Student Government (MCSG) to support community members affected by federal cuts to the Supplemental Nutrition Assistance Program (SNAP). This initiative directly addresses food insecurity and the need to provide access to food for vulnerable populations.

• SDG 3: Good Health and Well-being

  The introduction of Sara Pournoor, the new director of counseling, and the discussion of his initiatives focus on mental health. Pournoor’s plans to maintain counseling services, build infrastructure for quality care, and his specialty in gender and sexual health all connect to promoting well-being within the college community.

• SDG 4: Quality Education

  The presentation of a college-wide educational outcome revision proposal is central to this goal. The new vision for graduates “to be able to apply the liberal arts journey to engage ethically with the world” emphasizes an education that fosters global citizenship and ethical responsibility, which is a key component of quality education for sustainable development.

• SDG 10: Reduced Inequalities

  This goal is addressed through the work of the Vice President for Institutional Equity. The efforts to rewrite the land acknowledgement to be “meaningful and action-oriented” and to “engage with and highlight Indigenous voices” aim to reduce inequalities faced by Indigenous communities. Additionally, the discussion of campus response protocols for the potential presence of Immigration and Customs Enforcement (ICE) relates to protecting the rights and ensuring the safety of immigrant students, thereby addressing inequality based on origin or status.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 2: Zero Hunger

  • Target 2.1: By 2030, end hunger and ensure access by all people, in particular the poor and people in vulnerable situations, including infants, to safe, nutritious and sufficient food all year round.

    The food drive announced by Samantha Schafer ’26 is a direct response to help “community members affected by federal cuts to the Supplemental Nutrition Assistance Program,” which aligns with ensuring food access for a vulnerable group.

• SDG 3: Good Health and Well-being

  • Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.

    The hiring of a new director of counseling and his focus on “maintaining the counseling services,” “building infrastructure to support the continued delivery of quality [care],” and specializing in “care work and collective healing processes” are all actions aimed at promoting mental health and well-being on campus.

• SDG 4: Quality Education

  • Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.

    The revised educational outcome, which states that graduates should be able to “apply the liberal arts journey to engage ethically with the world,” directly supports this target by aiming to equip students with the skills for global citizenship and ethical engagement.

• SDG 10: Reduced Inequalities

  • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.

    The effort to move beyond a “performative statement” with the land acknowledgement and instead “engage with and highlight Indigenous voices across the Macalester community” is an action to promote the social and cultural inclusion of an ethnic group.

  • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard.

    The confirmation by Vice President Alina Wong that “protocols are in place and will be updated” regarding the campus response to potential ICE presence demonstrates a policy-level action to ensure the protection and equal treatment of students regardless of their immigration status.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• For SDG 2, Target 2.1

  • Implied Indicator: The amount of food collected and the number of community members assisted by the MCSG food drive. While not explicitly stated, these are the logical metrics for measuring the success of the initiative.

• For SDG 3, Target 3.4

  • Implied Indicator: The successful implementation of the initiatives mentioned by the new director of counseling. Progress could be measured by the maintenance and potential expansion of counseling services offered, the successful update of the “electronic health record system,” and the establishment of “coalition building across campus” for collective healing.

• For SDG 4, Target 4.7

  • Mentioned Indicator: The use of “first-year entrance survey and senior exit survey data.” The article explicitly states this data was used to inform the revision of the educational outcome, indicating it is a tool used by the college to measure the student learning experience and its alignment with institutional goals.

• For SDG 10, Targets 10.2 & 10.3

  • Implied Indicator: The development and implementation of an “action-oriented” land acknowledgement. Progress would be measured by the specific actions taken to “engage with and highlight Indigenous voices,” moving beyond the simple recitation of a statement.
  • Mentioned Indicator: The existence and updating of campus protocols. The article mentions that “protocols are in place and will be updated” regarding the response to ICE, which serves as a direct indicator of the institution’s preparedness and commitment to protecting vulnerable students.

4. Summary Table of SDGs, Targets, and Indicators

Source: themacweekly.com