| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 72.19 |
| Liaison | John Pumilio |
| Submission Date | Aug. 11, 2017 |
| Executive Letter | Download |
Colgate University
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 4.00 |
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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 (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::
A subset of students or a sample that may not be representative of the predominant student body
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):
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A sample of the questions included in the sustainability literacy assessment or the website URL where the assessment tool may be found:
1) What are the three pillars of sustainability?
2) One key aspect of sustainability is the inclusion of the considerations of future generations. (True/False)
3) The concept of ___ sustainability is when trade offs cannot be made between the "pillars" of sustainability under any circumstances. (Weak/Strong)
4) Ideally each of the three pillars of sustainability are considered relatively equally when determining a course of action. (True/False)
5) The "Jevons Paradox" refers to the idea that more efficient technologies may increase total resource consumption as demand for these technologies increases. (True/False)
6) "Scope 1" emissions include those resulting from...
-sources owned or controlled by the institution
-the personal vehicles of professors and staff
-the indirect production of electricity for the university
-all sources not owned by the university
7) Which of these provide evidence for climate change?
-rising sea levels
-rising global surface temperature
-shrinking ice sheets
-all of the above
A brief description of how the literacy assessment was developed and/or when it was adopted:
The Green Certification Program and Assessment was developed through the Office of Sustainability and was initially implemented in 2014. The latest version was updated in 2017.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
Students are able to sign up for The Green Certification Program and Assessment through the Sustainability Office's website. After signing up, participants are sent a pre-test followed by literature pertaining to general principles of sustainability and Colgate's personal commitment to sustainable operations. Students are intended to review the literature extensively before completing the online assessment. When the students have passed the post-assessment, they receive "Green Certification." This information is also used to get a better understanding of sustainability literacy among Colgate students.
A brief summary of results from the literacy assessment(s), including a description of any measurable changes over time:
Over the last three years that the Green Certifications program has been in place, 190 students have passed and obtained Green Certification. Over the years, inclusion in the PE passport program has improved awareness of the program, and we have seen a general increase in certified students from 61 in 2014/2015 to 95 in 2015/2016. This program has been a valuable tool in helping Colgate administratiors to get a better understanding of students' understanding of sustainability.
Optional Fields
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.