| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 49.04 |
| Liaison | Kayla Tillapaugh |
| Submission Date | May 28, 2019 |
| Executive Letter | Download |
Selkirk College
EN-6: Assessing Sustainability Culture
| Status | Score | Responsible Party |
|---|---|---|
|
0.50 / 1.00 |
Laura
Nessman Sustainability Coordinator Campus Management |
Does the institution conduct an assessment of sustainability culture (i.e. the assessment focuses on sustainability values, behaviors and beliefs, and may also address awareness of campus sustainability initiatives)?:
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:
The Sustainability Literacy Assessment developed by faculty and staff from the Environmental Sustainability Committee includes 14 questions that address sustainability culture. This assessment was developed during spring 2018 and was first administered in September 2018 to a subset of the campus community. We plan to do a post-assessment April 2020 of the same subset.
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:
Example questions:
Selkirk College is committed to reducing our ecological footprint and working towards a sustainable future. To what degree do you agree with this being an institutional priority?
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
Which would best explain your personal motivation for carrying out sustainable behaviours?
a. I genuinely believe it will make the world a better place
b. It is personally rewarding
c. I do so because I am expected to
d. I do so for personal economic benefit
e. Other
f. No motivation
List three pressing global issues that act as evidence for the need to work towards a sustainable future.
A brief description of how representative samples were reached (if applicable) and how the cultural assessment is administered:
The Sustainability Literacy Assessment was administered to all first years School of Environment and Geomatics students in September 2018. The assessment was distributed through an internal online platform. This cohort of students will be reassessed at the end of their second and final year.
A brief summary of results from the cultural assessment, including a description of any measurable changes over time:
The results of the cultural assessment were encouraging, as many responses showed a high level of dedication to issues of sustainability. For example, 75% of students responded that their personal motivation for carrying out sustainable behaviours is that they genuinely believe it will make the world a better place.
It has been recognized that this subset of students were those enrolled in an environmental program, so may have a higher level of participation and understanding of these themes than other students on campus. We look forward to comparing the outcomes to the results of the post-assessment, and to administering this assessment to other members of the campus community.
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.