Overall Rating Silver - expired
Overall Score 45.08
Liaison Cassandra Lamontagne
Submission Date Feb. 5, 2016
Executive Letter Download

STARS v2.0

Concordia University
AC-6: Sustainability Literacy Assessment

Status Score Responsible Party
Complete 0.04 / 4.00 Catherine Bolton
Vice-Provost, Teaching & Learning
Office of the Provost & Vice-President, Academic Affairs
"---" indicates that no data was submitted for this field

The percentage of students assessed for sustainability literacy (directly or by representative sample) and for whom a follow-up assessment is conducted:
0

The percentage of students assessed for sustainability literacy (directly or by representative sample) without a follow-up assessment:
2

A copy of the questions included in the sustainability literacy assessment(s):
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The questions included in the sustainability literacy assessment(s) :

Question #1: Please rate your level of understanding of the following subject
- Biodiversity protection
- Climate change
- Community building and strengthening
- Corporate social responsibility
- Ecological footprint
- Environmental diplomacy
- Environmental economics
- Environmental ethics
- Environmental policy
- Environmental protection
- Environmentally responsible design
- Food and water security
- Human rights
- Natural resource depletion
- Population growth
- Public health
- Renewable energy
- Social justice

Question #2: How much exposure have you received of the following subjects in the courses you have taken at Concordia so far?
(same list of subjects as in Question #1)

Question #3: To what extent do you feel it is important or unimportant to receive formal education about the following subjects?
(same list of subjects as in Question #1)

Question #4: Please rate your level of interest in the following sustainability-related subjects:
- Business, sustainability and corporate responsibility
- Canadian governance and sustainability
- Clean/renewable energy and energy efficiency
- Climate change
- Conservation, biodiversity and ecosystem services
- Ecotoxicology, pollution and environmental health
- Environment and international development
- Environmental economics
- Environmental justice
- Environmental law
- Environmental policy
- Environmental security
- Food security
- Global governance and sustainability
- Globalization and international trade
- Green building and design
- Human nutrition, health and environment
- Land-based natural resources management
- Life cycle analysis
- Marine-based natural resources management
- Nature-inspired design
- Poverty alleviation and development
- Spirituality, links to science and sustainability
- Sustainable design
- Sustainable cities

Question #5: What are your top 3 preferred methods to pursue learning about topics in sustainability?
- Specialized courses
- Online courses
- Integrated lessons in your required courses
- Undergraduate minor
- Undergraduate major
- Master’s degree in your current field of study
- Interdisciplinary Master’s degree
- Master’s degree in another field
- PHD
- Certificate program
- Extracurricular activities
- Workshops
- Self-education
- Internship/Volunteering
- Other

Question #6: Many sustainability courses/programs are designed to draw on more than one discipline. In your opinion, what level of benefit is there in taking classes with students from other departments, programs, or faculties even if course material must be adjusted for non-program students?
- Large added benefit
- Medium added benefit
- Small added benefit
- No added benefit

Question #7: To what extent are you satisfied or unsatisfied with the number of opportunities you have had to learn about sustainability during your studies at Concordia?
- Very unsatisfied
- Somewhat unsatisfied
- Somewhat satisfied
- Very satisfied


A brief description of how the assessment(s) were developed:

The survey was developed by the Sustainable Curriculum Project team with assistance from Drs. Peter Stoett and Mebs Kanji (Department of Political Science) and the Concordia Office of Institutional Planning.

The survey contains two parts:
- Part 1 had the purpose of collecting demographic data to be used during the analysis of the collected responses. The questions asked for the participant’s faculty, program as well as if they were engaged in sustainability groups. The latter question served to identify all participants who were committed to sustainability. The data collected from these questions were complimented by data provided by the Office of Institutional Panning on each participant’s age, gender, number of credits completed and if
they were full-time or part-time students.
- Part 2 comprised questions that focused on sustainability education. The questions served to achieve the aforementioned goals (listed on page 2). They primarily served to collect data on participants’ experiences and opinions on sustainability education.


A brief description of how the assessment(s) were administered:

The survey was distributed by Concordia University’s Office of Institutional Planning from November 17th 2014 to December 1st 2014 and from January 12th to January 28th 2015 to increase participation. 7000 students were sent email invitations to the survey.


A brief summary of results from the assessment(s):

- On average, students believe that it is very important to receive university education on sustainability.
- Students are most interested in the subjects of renewable energy, climate change, human and environmental health, and sustainable cities and transportation.
- They also believe there is a large benefit in taking classes with students from other programs and faculties.
- Students’ prefer to learn about sustainability through lessons integrated into their current courses.


The website URL where information about the literacy assessment(s) is available:
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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 and complete the Data Inquiry Form.