| Overall Rating | Gold |
|---|---|
| Overall Score | 71.07 |
| Liaison | Carolyn Shafer |
| Submission Date | March 1, 2024 |
Pratt Institute
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 4.00 |
Carolyn
Shafer Director Center for Sustainable Design Strategies |
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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 are 2 examples of how assessments are being conducted at Pratt.
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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.
______________________
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.
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Transformative Education for Sustainability in Art, Design, and Architecture
Professors Christopher Jensen and Ashley Bales conducted a pilot study involving both students who experience sustainability education and sustainability faculty to better understand Transformative Education for Sustainability (TEfS) at Pratt Institute. Working with two other faculty who also teach environmental science courses, Bales and Jensen undertook a study of student achievement of sustainability content knowledge learning and student focus on transformative action. 70 students across 7 course sections were asked to depict their understanding of sustainability by creating a concept map; each student completed a first version of this concept map early in the semester and a second version near semester’s end. Bales and Jensen developed at TEfS rubric based on three different behavioral manifestations of transformative sustainability learning (creative work, lifestyle, and community engagement), process elements of transformative learning, four knowledge domains, and ten domains of sustainability.
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.
______
Transformative Education for Sustainability in Art, Design, and Architecture
Professors Christopher Jensen and Ashley Bales conducted a pilot study involving both students who experience sustainability education and sustainability faculty to better understand Transformative Education for Sustainability (TEfS) at Pratt Institute. Working with two other faculty who also teach environmental science courses, Bales and Jensen undertook a study of student achievement of sustainability content knowledge learning and student focus on transformative action. 70 students across 7 course sections were asked to depict their understanding of sustainability by creating a concept map; each student completed a first version of this concept map early in the semester and a second version near semester’s end. Bales and Jensen developed at TEfS rubric based on three different behavioral manifestations of transformative sustainability learning (creative work, lifestyle, and community engagement), process elements of transformative learning, four knowledge domains, and ten domains of sustainability.
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
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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