| Overall Rating | Gold |
|---|---|
| Overall Score | 67.35 |
| Liaison | Juliana Goodlaw-Morris |
| Submission Date | Feb. 6, 2024 |
California State University, San Marcos
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
Juliana
Goodlaw-Morris Sustainability Manager Safety, Risk and Sustainability |
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indicates that no data was submitted for this field
Does the institution conduct an assessment of the sustainability literacy of its students?:
Yes
Which of the following best describes the literacy assessment? The assessment is administered to::
The entire (or predominate) student body, directly or by representative sample
Which of the following best describes the structure of the assessment? The assessment is administered as a::
Pre- and post-assessment to the same cohort or to representative samples in both a pre- and post-test
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:
See attached file
A brief description of how the literacy assessment was developed and/or when it was adopted:
This is our second literacy survey, which was completed in October 2022. The initial literacy assessment was developed for October 2020. It was developed after reviewing a variety of other assessments within STARS and talking with Arizona State University. We reviewed with them how they conduct their literacy and culture assessments, and decided to use the same strategy as they did by combining our literacy and culture survey and we will be conducting every other year, to determine progress and gain longitudinal knowledge.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
Our survey was administered by our Institutional Planning and Analysis (IPA) department. They administer all of our campus-wide surveys. We conducted our survey using a representative sample of our student body.
For students, we ensured there was a diversity in who received the survey. This included: year to graduation, gender breakdown, major etc. This means that we had responses from every grade and diverse make up of our students- as IPA makes sure we have a representative statistically valid sample from our student body. All participants received an email and then two follow up emails. The survey was open for 3 weeks. Our student response rate from this survey was 10%.
Now that we have conducted 2 literacy survey's (2020 and 2022), our plan is to begin the longitudinal study. We will be working to review all of the questions and begin to compare the survey responses from first year students year over year to graduating seniors to see if there is a difference in knowledge. We will be working with our Institutional Planning and Analysis team to begin this.
For students, we ensured there was a diversity in who received the survey. This included: year to graduation, gender breakdown, major etc. This means that we had responses from every grade and diverse make up of our students- as IPA makes sure we have a representative statistically valid sample from our student body. All participants received an email and then two follow up emails. The survey was open for 3 weeks. Our student response rate from this survey was 10%.
Now that we have conducted 2 literacy survey's (2020 and 2022), our plan is to begin the longitudinal study. We will be working to review all of the questions and begin to compare the survey responses from first year students year over year to graduating seniors to see if there is a difference in knowledge. We will be working with our Institutional Planning and Analysis team to begin this.
A brief summary of results from the literacy assessment(s):
We received a 10% response rate from students, for the survey. The following is a break down of responses by percentage of accurate answer:
Q: Which of the following dimensions is NOT
included in the most widely used concept of sustainability? 24% correctly answered this question (26% for 2020)
Q: Which of the following is the most commonly used definition of sustainable development? 55% correctly answered this question (53% for 2020)
Q: The term circular economy refers to which of the following?
43% of respondents answered correctly (40% for 2020)
Q: What is the difference between weather and climate?
78% of respondents answered this question correctly (81% for 2020)
Q: The term carbon footprint is a measure of which of the following?
46% answered correctly (45% for 2020)
Q: Which food has a higher carbon footprint?
71% answered this question correctly (same for 2020)
Q: What is a food desert?
45% of respondents answered this question correctly (38% for 2020)
Q: The majority of endangered species are at risk due to:?
80% answered this question correctly (82% for 2020)
Q: Which of the following dimensions is NOT
included in the most widely used concept of sustainability? 24% correctly answered this question (26% for 2020)
Q: Which of the following is the most commonly used definition of sustainable development? 55% correctly answered this question (53% for 2020)
Q: The term circular economy refers to which of the following?
43% of respondents answered correctly (40% for 2020)
Q: What is the difference between weather and climate?
78% of respondents answered this question correctly (81% for 2020)
Q: The term carbon footprint is a measure of which of the following?
46% answered correctly (45% for 2020)
Q: Which food has a higher carbon footprint?
71% answered this question correctly (same for 2020)
Q: What is a food desert?
45% of respondents answered this question correctly (38% for 2020)
Q: The majority of endangered species are at risk due to:?
80% answered this question correctly (82% for 2020)
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.