| Overall Rating | Reporter - expired |
|---|---|
| Overall Score | |
| Liaison | V.S. (Raghu) Raghavan |
| Submission Date | Feb. 26, 2019 |
| Executive Letter | Download |
Mount Holyoke College
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
| -- | Reporter |
Nancy
Apple Director Environmental Health & Safety |
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)?:
Which of the following best describes the literacy assessment? The assessment is administered to::
Which of the following best describes the structure of the assessment? The assessment is administered as a::
A copy of the questions included in the sustainability literacy assessment(s):
A sample of the questions included in the sustainability literacy assessment or the website URL where the assessment tool may be found:
Curriculum, interviews and a survey are used based on the learning goals at https://www.mtholyoke.edu/acad/environmental/learning-goals.
The Department of Environmental Studies at Mount Holyoke currently employs several methods of assessing student learning. Our majors are required to take the capstone class, ENV 390 Senior Seminar, in which students are asked to reflect on their environmental curriculum at Mount Holyoke through papers, presentations, and peer exchange. Students are also required to create an electronic portfolio which documents their personal experience. Just before graduation, at least two faculty members of the Environmental Studies department conduct exit interviews to assess if students are achieving the stated outcomes for the degree. We also administer a written survey to collect information about the effectiveness of the curriculum. In addition, all faculty review their teaching evaluations, which include answers to questions that specifically address the content and learning goals of the courses. The evaluations are also reviewed by the chair each semester, and the entire faculty meets annually with an eye towards exploring ways to strengthen the structure of the curriculum and presentation of material. We also have 5-6 department meetings throughout the semester, and we often share observations about teaching and student learning.
A brief description of how the literacy assessment was developed and/or when it was adopted:
The method was developed by Environmental Studies department faculty at their annual department retreat..
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
NA
A brief summary of results from the literacy assessment(s), including a description of any measurable changes over time:
not available
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
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.