| Overall Rating | Silver |
|---|---|
| Overall Score | 48.02 |
| Liaison | Zachary Czuprynski |
| Submission Date | Feb. 4, 2022 |
Prescott College
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 4.00 |
"---"
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::
Standalone evaluation without a follow-up assessment of the same cohort or representative samples
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:
https://forms.office.com/r/tzqsAydTue
(See Section 3 for the Literacy Assessment)
Sample Questions:
What is the most common cause of pollution of streams and rivers?
Which of the following is the most commonly used definition of sustainable development?
Which of the following is a leading cause of the depletion of fish stocks in the Atlantic Ocean?
Which of the following is the best example of environmental justice?
(See Section 3 for the Literacy Assessment)
Sample Questions:
What is the most common cause of pollution of streams and rivers?
Which of the following is the most commonly used definition of sustainable development?
Which of the following is a leading cause of the depletion of fish stocks in the Atlantic Ocean?
Which of the following is the best example of environmental justice?
A brief description of how the literacy assessment was developed and/or when it was adopted:
The literacy assessment uses the methods of Zwickle et al., (2014) where questions are designed to assess a particular aspect of sustainability - environmental, social, or economic. A pilot survey was conducted in Summer 2021 to test this methodology. Edits were made to Zwickle et al., (2014) to increase question comprehension and legibility; however, no edits were made that changed the overall content/context of the question.
For more information, please reference:
Zwickle, A., Koontz, T. M., Slagle, K. M., & Bruskotter, J. T. (2014). Assessing sustainability knowledge of a student population: Developing a tool to measure knowledge in the environmental, economic and social domains. International Journal of Sustainability in Higher Education.
For more information, please reference:
Zwickle, A., Koontz, T. M., Slagle, K. M., & Bruskotter, J. T. (2014). Assessing sustainability knowledge of a student population: Developing a tool to measure knowledge in the environmental, economic and social domains. International Journal of Sustainability in Higher Education.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
To reach on-campus students, the Sustainability Coordinator attended 12 in-person classes and delivered the survey via QR code while explaining the importance of STARS and completing the survey. For online students, the Sustainability Coordinator forwarded the survey to online program directors so they could share the survey with students as an optional request. No incentives were offered for the completion of the survey. In total, only 71 students completed the survey, and a representative sample was not achieved.
A brief summary of results from the literacy assessment(s):
Students scored an overall average of 80% on the literacy assessment with specific scores of 78% on environmental questions, 83% on social sustainability, and 80% on economic sustainability. The overall average was not significantly different depending on the class standing of students.
Optional Fields
---
Additional documentation to support the submission:
---
Data source(s) and notes about the submission:
Class standing:
22 first-year
7 second-year
9 third-year
10 fourth-year
22 graduate
6 accelerated masters
Gender:
36 female / woman
24 male / man
9 non-conforming
2 prefer not to answer
22 first-year
7 second-year
9 third-year
10 fourth-year
22 graduate
6 accelerated masters
Gender:
36 female / woman
24 male / man
9 non-conforming
2 prefer not to answer
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.