| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 55.07 |
| Liaison | Carolyn Shafer |
| Submission Date | March 5, 2021 |
Pratt Institute
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 4.00 |
Carolyn
Shafer Director Center for Sustainable Design Strategies |
"---"
indicates that no data was submitted for this field
Does the institution conduct an assessment of the sustainability literacy of its students?:
Yes
Which of the following best describes the literacy assessment? The assessment is administered to::
A subset of students or a sample that may not be representative of the predominant student body
Which of the following best describes the structure of the assessment? The assessment is administered as a::
Pre- and post-assessment to the same cohort or to representative samples in both a pre- and post-test
A copy of the questions included in the sustainability literacy assessment(s):
A list or sample of the questions included in the sustainability literacy assessment or the website URL where the assessment tool may be found:
A number of faculty, mainly DSCs, conduct an assessment of their student’s sustainability knowledge at the beginning and end of each semester. Attached is the way the assessment is conducted for the Sustainable Core class, a required class for the Sustainability Minor. The opening and final assignments in SS201T The Sustainable Core are intended to measure how students engage the concepts of the class with the ideas and values they bring to the start of the semester.
_____________________
A similar pre-and post assessment is conducted in the Sustainable Productions classes in the Industrial Design program. For this class, the professor has students write down their definition of "Sustainability" and "Sustainable Design" during the 1st class of the semester. During the final class, he returns the assignment from their 1st class and has them describe how their definition has changed based on what was learned in the class.
______________________
Individual sustainability-focused courses (e.g., the graduate course MSCI-610 Science of Sustainability and a variety of undergraduate courses including MSWI-270C Ecology Environment and Anthropocene) include exam content that evaluates student knowledge of sustainability topics and challenges. These are course-level assessments, not shared in a coordinated way across courses or instructors.
_____________________
A similar pre-and post assessment is conducted in the Sustainable Productions classes in the Industrial Design program. For this class, the professor has students write down their definition of "Sustainability" and "Sustainable Design" during the 1st class of the semester. During the final class, he returns the assignment from their 1st class and has them describe how their definition has changed based on what was learned in the class.
______________________
Individual sustainability-focused courses (e.g., the graduate course MSCI-610 Science of Sustainability and a variety of undergraduate courses including MSWI-270C Ecology Environment and Anthropocene) include exam content that evaluates student knowledge of sustainability topics and challenges. These are course-level assessments, not shared in a coordinated way across courses or instructors.
A brief description of how the literacy assessment was developed and/or when it was adopted:
This assignment for SS201T The Sustainable Core has been part of the Sustainable Core class since the Sustainability was launched.
In the Sustainable Environmental Systems program, many courses have "course-level" assessment of specific syllabus-level student learning outcomes related to sustainability. This program also has program-level assessment via the capstone course.
In the Sustainable Environmental Systems program, many courses have "course-level" assessment of specific syllabus-level student learning outcomes related to sustainability. This program also has program-level assessment via the capstone course.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
See above
A brief summary of results from the literacy assessment(s):
As our assessments are more qualitative vs quantitative, we do not have clear "results" for the sample.
Optional Fields
---
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.