| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 81.34 |
| Liaison | Robert Stroufe |
| Submission Date | Nov. 26, 2018 |
| Executive Letter | Download |
Chatham University
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
Mary
Whitney University Sustainability Coordinator Office of Sustainability |
"---"
indicates that no data was submitted for this field
Does the institution conduct an assessment of the sustainability literacy of its students (i.e. an assessment focused on student knowledge of sustainability topics and challenges)?:
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 sample of the questions included in the sustainability literacy assessment or the website URL where the assessment tool may be found:
As a consumer, what can you do to be more environmentally sustainable?
a) Recycling and composting
b) Making sure products hold some sort of certification
c) Reducing consumption of all products
d) Using reusable water bottles instead of buying plastic bottles
e) Do not know
A brief description of how the literacy assessment was developed and/or when it was adopted:
The assessment was developed based on Zwickle and Jones (2018) Assessment of Sustainability Knowledge (ASK). Some more few questions regarding social concerns, waste and economic issues related to sustainability were incorporated into our assessment.
Zwickle, A., & Jones, K. (2018). Sustainability Knowledge and Attitudes—Assessing Latent Constructs. In Handbook of Sustainability and Social Science Research (pp. 435–451). Springer, Cham. https://doi.org/10.1007/978-3-319-67122-2_25
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
Since 2013, the assessment is given to students taking some of the sustainability-designated courses. In addition, all graduate programs give the assessment to their incoming students. Beginning Fall 2018, Chatham added a sustainability requirement across the General Education requirements. very undergrad has to take an SEE-designated course, and all SEE courses require the literacy assessment.
Some students in SEE courses may be re-tested since they may take more than one SEE course over their time at Chatham. Some of the professors are going to be applying the pre and post-test in the beginning of the class and at the end of the class, respectively. Generally speaking, however, each year it will be a new group of students being tested.
A brief summary of results from the literacy assessment(s), including a description of any measurable changes over time:
In the summer of 2018, the Sustainability Literacy Assessment was applied to the BUS145 - Sustainability in Action class, taken by 20 undergraduate students. At the beginning of the course, the students had an average of 54 points, whereas at the end of the course the average was 73.
Optional Fields
---
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.