Franklin University Switzerland
AC-5: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
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Reporter |
5.1 Sustainability literacy assessment design and administration
Narrative and/or website URL providing an overview of of the instruments/tools used to assess sustainability literacy:
For the Sustainability Literacy Assessment, we used ChatGPT to generate questions based on the criteria from STARS. This is the prompt I gave ChaptGPT: "Can you create a Sustainability Literacy Assessment designed for University Students that is compatible with the Sustainability Tracking and Rating System (STARS)".
It generated a list of 30 questions divided into three parts:
1) Knowledge of Sustainability Concepts
2) Attitudes Towards Sustainability
3) Sustainable Behaviors
From these questions, we thoughtfully selected the ones that best assessed Franklin University's sustainability knowledge. The survey we composed consisted of 19 questions.
Description of the institution’s recent sustainability literacy assessment findings and any notable trends:
Questions that had over 85% correct included concepts about:
- The triple bottom line
- definition of biodiversity
- circular economy
- Sustainable Development Goals (SDGs)
The respondents overall (86%) are somewhat aware of Franklin's sustainability initiatives on campus.
57% of respondents want to see more sustainability-related projects and content integrated into their courses.
71% feel very strongly that sustainability aligns with their values and lifestyle.
Were academic staff engaged in sustainability education at the institution involved in developing and/or adopting the methodologies used to assess sustainability literacy?:
Description of the process through which academic staff were involved in developing and/or adopting the methodologies used to assess sustainability literacy:
A draft of the Sustainability Literacy survey was sent to members of the university's Social Justice and Sustainabilty faculty committee prior to being launched. This committee consists of faculty members from across discplines who teach sustainability-focused courses.
Are the literacy assessments designed and administered in such a way that the results can be used to evaluate the success of the institution’s sustainability education initiatives?:
Description of how the design and administration of the sustainability literacy assessments supports the evaluation of the success of the institution’s sustainability education initiatives:
The survey asked, "Would you like to see more sustainability-related content integrated into your coursework?"
This question can help us evaluate the success of the institution's sustainability education initiatives because 57% of the respondents replied with "Yes definitely", revealing that Franklin needs to prioritize its efforts to incorporate sustainability course content across all disciplines.
The Reporting Tool will automatically calculate the following figure:
5.2 Percentage of students assessed for sustainability literacy
Description of the process used to measure or estimate the percentage of students assessed for sustainability literacy:
The Sustainability Literacy Assessment was emailed to the entire student body. Fifteen students (or 3.6% of the student body) participated in filling out the survey.
The Reporting Tool will automatically calculate the following figure:
Optional documentation
Additional documentation for this credit:
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.