| Overall Rating | Silver |
|---|---|
| Overall Score | 45.94 |
| Liaison | Robin Frederick |
| Submission Date | July 21, 2022 |
Indiana University Southeast
EN-6: Assessing Sustainability Culture
| Status | Score | Responsible Party |
|---|---|---|
|
0.50 / 1.00 |
Robin
Frederick Coordinator of STARS Assessment Administrative Affairs |
Does the institution conduct an assessment of sustainability culture?:
Which of the following best describes the cultural assessment? The assessment is administered to::
Which of the following best describes the structure of the cultural assessment? The assessment is administered::
A brief description of how and when the cultural assessment(s) were developed and/or adopted:
A representative sample of IU students across all disciplines was surveyed in February 2020. The assessment utilized the Theory of Planned behavior to determine student attitudes, social norms, and perceived behavioral control of sustainable behaviors related to waste reduction, food, transportation, and printing. We also looked at things like convenience, cost, and other variables that may be related to sustainability behavior.
Participants were surveyed using Qualtrics via email notices and reminders.
It is important to note that an additional assessment will be administered in the future, however, the date on which the assessment will be administered is unknown at this time.
A copy or sample of the questions related to sustainability culture:
A sample of the questions related to sustainability culture or the website URL where the assessment tool is available:
Below is a list of behaviors you may or may not engage in. By sliding the button to the right, please indicate the percentage of time you engage in these behaviors during the current academic year (Fall 2019 through Spring 2020). Remember there is no right or wrong answer, so your first answer is probably the most accurate.
Please answer even if you don’t engage in any of the listed behaviors by sliding the button to zero. [sliding scale of 0-100%, starting at 0%]
• Print double-sided when required to print
• Turn off the lights when leaving the room
• Eat organic foods
• Reuse or recycle items
• Choose to walk, bike, or ride the bus instead of driving a car to and from campus
Most people who are important to me would approve of (5 point scale, 1= strongly disagree; 2=somewhat disagree; 3=neither agree nor disagree; 4=somewhat agree; • Printing double-sided when required to print
• Turning off the lights when leaving a room
• Eating organic foods
• Reusing or recycling items
• Choosing to walk, bike, or ride the bus instead of driving a car to and from campus
A brief description of how representative samples were reached (if applicable) and how the cultural assessment is administered:
A representative sample was reached using Spring 2020 FTE figures provided by the Registrar's Office.
A brief summary of results from the cultural assessment:
IU Southeast administered our first literacy and culture assessment in the spring of 2020.
Below are the most common behaviors are listed and are rated from highest (6 being the highest) to the lowest (1 being the lowest) based on student responses:
6-Carry a Reusable Water Bottle
5-Turn Off Lights
4-Print Double-sided
3-Recycle
2-Literacy Score
1-Choose Vegetarian Meals
Factors that had the strongest correlation to the behavior were convenience and peer and family support to depict sustainable behavior.
The data in the attached file represents the results of the questionnaire.
Website URL where information about the assessment of sustainability culture is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
Data for this credit was retrieved from Sustain IU at IU Bloomington.
Additional documentation is a draft report of the IU-wide and IU Southeast-specific results from the survey.
Data for this credit was retrieved from Sustain IU at IU Bloomington.
Additional documentation is a draft report of the IU-wide and IU Southeast-specific results from the survey.
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.