| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 78.28 |
| Liaison | Hannah Rushing |
| Submission Date | Jan. 26, 2017 |
| Executive Letter | Download |
Sterling College (VT)
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 4.00 |
Pavel
Cenkl Assistant Dean Sterling College |
"---"
indicates that no data was submitted for this field
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)?:
Yes
Which of the following best describes the literacy assessment? The assessment is administered to::
The entire (or predominate) student body, directly or by representative sample
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 sample of the questions included in the sustainability literacy assessment or the website URL where the assessment tool may be found:
http://www.sterlingcollege.edu/course/a-sense-of-place/
A brief description of how the literacy assessment was developed and/or when it was adopted:
At the beginning of students' first semester, there is an open discussion about students' goals, including sustainability goals. For instance, this year, one student listed as a goal "Exploring using biochar on a small (under 3 acre) farm." Students then explore these goals throughout the semester, within all of their courses. At the end of the semester, students create Student Portfolios, which include course work from different classes in combination with visual aids, expressive artwork, and movement on goals. The portfolios are assessed by the First Semester Advisors and it is determined whether students' growth, including the evolution of their views on sustainability, are progressing in a way that will meet the mission of the College: "to build responsible problem solvers who become stewards of the environment as they pursue productive lives."
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
The assessment is administered via review from the First Semester Advisors of both sustainability goals and the Student Portfolio.
A brief summary of results from the literacy assessment(s), including a description of any measurable changes over time:
Faculty and staff keep records of the student goals and initial sustainability knowledge from the Portfolios to see where our entering students are in terms of sustainability knowledge and interest. They keep an overall matrix of the areas touched upon, such as energy use, land use, conservation issues, etc.
If the metrics show a gap in, say, conservation issues, faculty will discuss in Faculty Meeting and talk about working on improving conservation knowledge across the institution in an interdisciplinary and holistic way. For instance, there might be more coursework offered, conservation would be touched upon in other classes than just Ecology, there could be presentations at Community Meeting or in the Lands & Energy meeting.
There are continual discussions of sustainability issues in Community Meeting that are used to assess overall sustainability literacy across the organization.
Additionally, all students must pass A Sense of Place as a requirement for graduation. The Student Portfolio is referred to throughout the student's career and he or she continues further reflection of the sustainability literacy as the student progresses in his or her study.
Optional Fields
Additional documentation to support the submission:
---
Data source(s) and notes about the submission:
A Sense of Place is offered both Fall semester and Spring semester, so all students are able to complete the Student Portfolio.
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.