| Overall Rating | Silver |
|---|---|
| Overall Score | 53.49 |
| Liaison | Julia Angstmann |
| Submission Date | Dec. 20, 2021 |
Butler University
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
Jamie
Valentine Assistant Director CUES Biological Sciences |
Does the institution conduct an assessment of the sustainability literacy of its students?:
Which of the following best describes the literacy assessment? The assessment is administered to::
Which of the following best describes the structure of the assessment? The assessment is administered as a::
A copy of the questions included in the sustainability literacy assessment(s):
A list or sample of the questions included in the sustainability literacy assessment or the website URL where the assessment tool may be found:
A brief description of how the literacy assessment was developed and/or when it was adopted:
The literacy assessment was developed by a CUES Intern with the support of CUES Assistant Director based on assessments from other universities. This assessment was sent to colleagues for review and was edited based on their recommendations. It was first administered in fall 2021 by the Butler Office of Institutional Research and Assessment to all Butler students, faculty, and staff. The literacy assessment survey will be administered annually, every fall, to the entire campus population. Respondents will be associated with a coded ID to track their assessment longitudinally every year the survey is released during their time at Butler.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
The inaugural survey was administered in fall of 2021. It was emailed to all students by the Office of Institutional Research twice over a two week period. Students that took the survey are assigned a number to track their assessment longitudinally. Future surveys will be administered annually, every fall, to the entire student body (as well as faculty and staff) through 2030 per IRB application. Responses are linked via a coded ID to track and assess change in literacy over time and via campus initiatives.
A brief summary of results from the literacy assessment(s):
This survey was sent to students as well as campus employees/faculty. 429 students took the survey and 240 staff/faculty. Most students were able to identify the Brundtland definition of sustainability. Students also identified there has been a larger difference between the wealthiest and poorest in the U.S. which exacerbates the negative effects of climate change for the latter. Most students were also able to identify sustainable forest management practices but were unsure how much deforestation is driven by agriculture. Most students were also able to identify at least two sources on renewable energy. A deeper dive into the results will occur spring 2022.
Website URL where information about the sustainability literacy assessment is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.