| Overall Rating | Silver |
|---|---|
| Overall Score | 58.37 |
| Liaison | Sohair Fahmy |
| Submission Date | Sept. 10, 2024 |
Cairo University
EN-6: Assessing Sustainability Culture
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Sohair
Fahmy Sustainability office coordinator Faculty of science |
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indicates that no data was submitted for this field
Does the institution conduct an assessment of sustainability culture?:
Yes
Which of the following best describes the cultural assessment? The assessment is administered to::
The entire campus community (students and employees) directly or by representative sample
Which of the following best describes the structure of the cultural assessment? The assessment is administered::
Longitudinally to measure change over time
A brief description of how and when the cultural assessment(s) were developed and/or adopted:
Sustainability office 2019 developed a brief sustainability literacy survey for CU undergraduate students. The 2020 pilot initial and follow-up surveys provided meaningful results, so starting in 2021, faculty slightly revised the survey to ask more current questions. In 2022 the survey was revised to be inclusive of employees.
A copy or sample of the questions related to sustainability culture:
A sample of the questions related to sustainability culture or the website URL where the assessment tool is available:
1. Does your organization offer courses bearing any name related to sustainability?
2.What courses do you consider essential for sustainable development that are not taught?
3. Do you think that teaching courses related to the environment or sustainable development is important and necessary for students?
4. Does your institution offer research or scholarships for faculty in the field of sustainability (e.g., renewable energy, sustainable building design, environmental economics, indigenous wisdom and technologies, population and development, total environmental quality management, etc.).
5.Does your organization construct and renovate buildings based on green design principles?
6.Does your organization practice any energy conservation practices (including lighting, heating, cooling, ventilation, windows, etc.)
7.Does your organization undertake any waste-reduction practices (e.g. electronic communications, duplex, “zero-waste lunch” program, etc.)
2.What courses do you consider essential for sustainable development that are not taught?
3. Do you think that teaching courses related to the environment or sustainable development is important and necessary for students?
4. Does your institution offer research or scholarships for faculty in the field of sustainability (e.g., renewable energy, sustainable building design, environmental economics, indigenous wisdom and technologies, population and development, total environmental quality management, etc.).
5.Does your organization construct and renovate buildings based on green design principles?
6.Does your organization practice any energy conservation practices (including lighting, heating, cooling, ventilation, windows, etc.)
7.Does your organization undertake any waste-reduction practices (e.g. electronic communications, duplex, “zero-waste lunch” program, etc.)
A brief description of how representative samples were reached (if applicable) and how the cultural assessment is administered:
The most current survey (2022) was distributed directly to the entire university, and recovery rates were extremely high. Respondents were divided into two groups: personnel and students.
A brief summary of results from the cultural assessment:
Approximately 75% of the personnel drove. Students in general live closer together, and 65% of them use active transportation. The use of active transportation decreases sharply as commute distance increases. A lack of alternatives and other commitments are the most significant determinants for personnel who drive a car, accounting for 72% of the total. Students typically used the metro or green buses to go to CU. The overall percentage of students who use more sustainable transportation methods is 83%, with staff at 30%. More over half of both generations are willing to switch to public
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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.