|Submission Date||Nov. 19, 2013|
California State University, Chico
ER-13: Sustainability Literacy Assessment
Director and Rawlins Professor of Environmental Literacy
Institute for Sustainable Development
Has the institution conducted a sustainability literacy assessment?:
Did the assessment include a baseline evaluation of students and then a follow-up evaluation of the same cohort?:
A copy of the questions included in the sustainability literacy assessment:
A copy of the questions included in the sustainability literacy assessment :
Sustainable Pathway Survey
1. Informed Consent for Sustainability Survey
You are being asked to participate in a survey about sustainability to help better understand the nature, functioning, and valued practices of sustainability on CSU Chico campus. This survey will help us understand how to teach sustainability across the curriculum better.
All students who agree to participate in the survey are assured that their identities will be fully protected. Names of students will never be collected. Student ID numbers will be used only to look at past courses taken by students. Write-ups of the study will never use names. You will encounter this survey multiple times.
If you agree to the survey, the data will be kept in a password protected computer in the Institute for Sustainable Development, an office which remains locked and can be accessed only by researchers, the program director, or the program’s Administrative Assistant.
Participation in this survey is strictly voluntary. There is no risk for participants. There is no penalty should you choose not to participate, and you may withdraw your consent to participate at any time without fear of penalty.
If you wish further information about the research project, please contact the Institute for Sustainable Development at 530-898-3333, email at firstname.lastname@example.org or contact the Director Dr. James Pushnik at email@example.com
I have read this informed consent form. I agree to participate in the study, and I understand that there is no direct benefit owed to me due to my agreement to participate. I understand that I may reverse my decision to participate in the study at any time.
2. Please enter your student ID number. This is the number on the back of your Wildcat ID.
3. For which class are you taking this survey?
Other (please specify)
Scale for All Remaining Questions:
Strongly Disagree Disagree Neutral Agree Strongly Agree Don't know
4. Education for sustainable development emphasizes education for a culture of peace.
5. Economic development, social development and environmental protection are all necessary for sustainable development.
6. Sustainable development is as much about the children in the future as it is about what we need today.
7. Sustainable development has nothing to do with social justice.
8. Sustainable consumption includes using goods and services in ways that minimize the use of natural resources and toxic chemicals, and reduces waste.
9. Education for sustainable development emphasizes gender equality.
10. Helping people out of poverty in America is an essential condition for America to become more sustainable.
11. Education for sustainable development seeks to balance human and economic well-being with cultural traditions and respect for the earth’s natural resources.
12. We cannot slow the rate of climate change.
13. Corporate social responsibility is irrelevant to sustainable development.
14. Conservation of fresh water is not a priority in America because we have plenty.
15. Maintaining biodiversity—the number and variety of living organisms—is essential to the effective functioning of ecosystems.
16. Education for sustainable development supports cultural diversity.
17. Use of nonrenewable resources like oil should not exceed the rate at which sustainable renewable substitutes are used.
18. It is useful to estimate the monetary value of the services that the ecosystem provides to us, such as neutralizing air pollutants or purifying water.
19. Education for sustainable development emphasizes respect for human rights.
20. Every student should receive education that teaches the knowledge, perspectives, values, issues and skills for sustainable living in a community.
21. The present generation should ensure that the next generation inherits a community at least as healthy, diverse and productive as it is today.
22. Manufacturers should discourage the use of disposable products.
23. Overuse of our natural resources is a serious threat to the health and welfare of future generations.
24. We need stricter laws and regulations to protect the environment.
25. Poverty alleviation is an important topic in education for sustainable development.
26. Sustainable development will not be possible until wealthier nations stop exploiting the labor and natural resources of poorer countries.
27. Companies that are environmentally sustainable are more likely to be profitable over the long run.
28. The teaching of sustainability principles should be integrated into the curriculum in all disciplines and at all levels of schooling.
29. Governments should encourage greater use of fuel-efficient vehicles.
30. Adopting sustainable development as a national priority is key to maintaining America’s status as one of the most livable countries in the world.
31. Citizenship education is an important component of education for sustainable development.
32. Taxes on polluters should be increased to pay for damage to communities and the environment.
33. There is no point in getting involved in environmental issues, since governments and industries have all the power and can do what they like.
34. Gender equality has nothing to do with sustainable development.
35. I walk or bike to places instead of going by car.
36. I invest my savings in funds that are ethically responsible.
37. At home I try to recycle as much as I can.
38. I try to ensure that there is gender equity in my home, my work, and my volunteer environments.
39. I have taken a course in which sustainable development was discussed.
40. I talk to others about how to help people living in poverty.
41. I vote in local elections.
42. I often look for signs of ecosystem deterioration.
43. The household tasks in my home are equally shared among family members regardless of gender.
44. I have a home composting system or use a composting service.
45. I try to avoid purchasing goods from companies with poor track records on corporate social responsibility.
46. I have changed to environmentally friendly light bulbs.
47. I have changed my personal lifestyle to reduce waste.
48. I do not use chemical fertilizers or pesticides on my lawn.
49. I volunteer to work with local charities.
50. Chico State University has a large environmental impact on Northern California.
51. I participate in extra curricular activities that examine or promote sustainability at CSU Chico.
A brief description of how the assessment was developed:
During the curricular development of the General Education Sustainability Pathway and Minor, four faculty members from four separate colleges reveiwed and mondified the questionnaire.
A brief description of how the assessment was administered:
Students at the beginning of each semester in 4 classes in the Sustainability Pathway and one course outside of the pathway are requested to voluntarily participation in the survey. The courses currently participating are : Univ 105, ENGL 130, ENVL 105, ANTH 115, HIST
A brief summary of results from the assessment:
We have demionstrated statistically significant difference in knowledge acquistion of the principle of sustainability between between the beginning of a semester and its end and between courses within the general education pathway.
The website URL where information about the literacy assessment is available:
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 and complete the Data Inquiry Form.
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 and complete the Data Inquiry Form.