California State University, Northridge
AC-6: Sustainability Literacy Assessment

See attached.

CSUN's literacy and culture assessments were combined into one survey to increase the response rate and minimize survey fatigue. The literacy questions originated from the Sustainability Literacy Test (Sulitest), the Assessment of Sustainability Knowledge (ASK), and prior editions of CSUN's survey for STARS. Initial questions were established and given to a small sample of CSUN students, faculty, and staff. Based on feedback, the questions were expanded to include CSUN-specific sustainability efforts and programs. The final assessment includes questions created and vetted by the CSUN Institute for Sustainability and CSUN's Institutional Research office to reflect current program goals and efforts.

In September 2024, the survey was administered to the campus community via email and social media through the Institute for Sustainability and affiliated department contacts. The survey included five demographic, five culture, and six literacy questions. This combined literacy and culture survey is given every three years and the data is compared to show trends and changes among the CSUN population over time.

The survey yielded 211 responses, evenly divided between students and faculty/staff. Among student participants, nearly 20% were freshmen, 25% were juniors, and 50% were seniors or graduate students.

The demographic analysis revealed a diverse participant pool, with White respondents constituting approximately 50%, followed closely by Hispanic participants at 38%. Asian respondents accounted for 16%, while Black respondents represented a smaller group at 6%. Representation from Native Hawaiian and American Indian or Alaska Native participants was minimal, with a small percentage identifying as 'Other.'

A noteworthy finding is that three-fourths of respondents accurately recognized the United Nations' definition of sustainable development as the principle of meeting present needs without compromising the ability of future generations to meet their own. This strong comprehension reflects a collective awareness of the essential balance required for sustainable progress.

The data indicates a robust understanding of renewable energy sources, with the majority correctly identifying wind, solar, and geothermal energy as sustainable options. However, some misconceptions persist; a small proportion mistakenly classified fossil fuels (8%) and nuclear energy (21%) as renewable.

Remarkably, 99% of survey participants correctly identified the 3 Rs of waste reduction: Reduce, Reuse, and Recycle, showing that these terms are well-known by the campus community.

The data reveals a strong consensus, with over 80% of respondents acknowledging the positive impact of sustainability initiatives. The majority emphasized that these efforts promote inclusivity, empower marginalized communities, enhance collaboration, and benefit the environment. In contrast, only a minority recognized potential negative effects, such as social divisions or increased competition for resources, suggesting a prevalent belief in the overarching benefits of sustainability initiatives for social justice and community partnerships.

The results also demonstrate a significant appreciation for Traditional Ecological Knowledge (TEK) in sustainability efforts, with most respondents acknowledging its role in fostering cultural identity, resilience, and biodiversity through sustainable practices. Conversely, a small minority expressed skepticism regarding its scientific validity, highlighting a general support for the practical contributions of indigenous knowledge in addressing environmental challenges.