| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 68.69 |
| Liaison | Ciannat Howett |
| Submission Date | July 25, 2011 |
| Executive Letter | Download |
Emory University
ER-13: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 2.00 |
Ciannat
Howett Director Sustainability Initiatives |
Has the institution conducted a sustainability literacy assessment?:
Did the assessment include a baseline evaluation of students and then a follow-up evaluation of the same cohort?:
A copy of the questions included in the sustainability literacy assessment:
A copy of the questions included in the sustainability literacy assessment :
A brief description of how the assessment was developed:
‘Schooling’ for Sustainability: Factors Affecting College Students’ Environmentally Responsible Behavior
Karen Hegtvedt and Cathryn Johnson
Department of Sociology
Emory University
In 2008, Emory University opened two freshmen “living green” dorms, providing the basis for a naturally occurring field study focused on how aspects of college life influence the development of students’ environmentally responsible behavior. Our study includes data from students living in the “green” dorms and two traditional dorms before arriving on campus, at the end of their first year, and at the end of their senior year (spring 2012). We also interviewed a subset of survey respondents during their sophomore year. Our data show that certain aspects of who you are, i.e. your environmental identity, what you “gather”, e.g. sources of information, perceptions of university sustainability efforts, and what others around you do impact behaviors related to conservation, recycling, and advocacy.
A brief description of how the assessment was administered:
The study includes data from students living in the “green” dorms and two traditional dorms before arriving on campus, at the end of their first year, and at the end of their senior year (spring 2012). We also interviewed a subset of survey respondents during their sophomore year.
A brief summary of results from the assessment:
The data show that certain aspects of who you are, i.e. your environmental identity, what you “gather”, e.g. sources of information, perceptions of university sustainability efforts, and what others around you do impact behaviors related to conservation, recycling, and advocacy.
The website URL where information about the literacy assessment is available:
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.