| Overall Rating | Silver |
|---|---|
| Overall Score | 53.71 |
| Liaison | Andrea Bradley |
| Submission Date | Nov. 28, 2023 |
TAFE Queensland Robina Campus
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 4.00 |
Rosemary
Potter Project Manager Executive Services - GM |
"---"
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:
3. The 17 Sustainable Development Goals were developed by?
• a. The Federal Government
• b. The United Nations
• c. The Environmental Council of Australia
• d. Local Councils
4. Which of the following is the most commonly used definition of sustainable development?
• a. Creating a government welfare system that ensures universal access to education, health care, and social services.
• b. Building a neighbourhood that is both socio-demographically and economically diverse.
• c. Meeting the needs of the present without compromising the ability of future generations to meet their own needs.
• d. Setting aside resources for preservation, never to be used.
• e. Do not know
5. At Robina Campus, which alternate energy source is being used?
• Nuclear
• Wind
• Solar
• Natural gas and coal
6. Which of the following is a renewable resource?
• Oil
• Gas
• Wind
• Coal
7. Which gas is having the most negative greenhouse gas effect?
• Methane
• Carbon Dioxide
• Oyygen
• Nitrous Oxide
• Argon
8. At Robina Campus, which product should not go into any of our 4 coloured recycling bins available?
• Plastic packaging
• Glass
• Batteries
• Spoiled food
9. Of the following, which contributes most to sustainability?
• Reduce
• Reuse
• Recycle
• Landfill
10. At Robina Campus, which water conservation strategy is in place?
• a. Placing limits on water use
• b. Use of rainwater tanks
• c. Using recycled water
• d. Do not know
11. Why is buying locally sourced products from small businesses more sustainable than buying items imported from far away?
• a. Less energy and emissions are used to transport the items
• b. Supporting small businesses helps local economies flourish
• c. Local businesses are more likely to source the components of their products from local and/or more sustainable sources
• d. All of the above
12. Of the following, which would reduce your carbon footprint the most?
• a. Avoiding one airplane trip
• b. Keeping the light in your bedroom turned off for a full day
• c. Riding a bike for a 5km errand instead of driving
• d. Avoiding eating 1kg of beef
13. Who is ultimately responsible for implementing sustainable practices?
• The government
• The individual
• Businesses
• All of the above
• a. The Federal Government
• b. The United Nations
• c. The Environmental Council of Australia
• d. Local Councils
4. Which of the following is the most commonly used definition of sustainable development?
• a. Creating a government welfare system that ensures universal access to education, health care, and social services.
• b. Building a neighbourhood that is both socio-demographically and economically diverse.
• c. Meeting the needs of the present without compromising the ability of future generations to meet their own needs.
• d. Setting aside resources for preservation, never to be used.
• e. Do not know
5. At Robina Campus, which alternate energy source is being used?
• Nuclear
• Wind
• Solar
• Natural gas and coal
6. Which of the following is a renewable resource?
• Oil
• Gas
• Wind
• Coal
7. Which gas is having the most negative greenhouse gas effect?
• Methane
• Carbon Dioxide
• Oyygen
• Nitrous Oxide
• Argon
8. At Robina Campus, which product should not go into any of our 4 coloured recycling bins available?
• Plastic packaging
• Glass
• Batteries
• Spoiled food
9. Of the following, which contributes most to sustainability?
• Reduce
• Reuse
• Recycle
• Landfill
10. At Robina Campus, which water conservation strategy is in place?
• a. Placing limits on water use
• b. Use of rainwater tanks
• c. Using recycled water
• d. Do not know
11. Why is buying locally sourced products from small businesses more sustainable than buying items imported from far away?
• a. Less energy and emissions are used to transport the items
• b. Supporting small businesses helps local economies flourish
• c. Local businesses are more likely to source the components of their products from local and/or more sustainable sources
• d. All of the above
12. Of the following, which would reduce your carbon footprint the most?
• a. Avoiding one airplane trip
• b. Keeping the light in your bedroom turned off for a full day
• c. Riding a bike for a 5km errand instead of driving
• d. Avoiding eating 1kg of beef
13. Who is ultimately responsible for implementing sustainable practices?
• The government
• The individual
• Businesses
• All of the above
A brief description of how the literacy assessment was developed and/or when it was adopted:
The attached survey is a combination of questions to assess students' level of sustainability literacy (AC6) and sustainability culture (EN6) in the same survey. The process for the development of the survey was:
1. Review the Sulitest option - decided it was not suitable for our student cohorts
2. Review of STARS Australian universities - identified a selection of questions to share internally for further review
3. Review of international organisations using a survey combining sustainability literacy (AC6) and culture (EN6) questions
4. Collated a group of questions aimed specifically at our student cohorts and the goals of the campus
5. Reviewed internally to finalise a draft
6. Posted survey to the STARS community page requesting external review input on whether the survey served its purpose and that the questions were suitable in wording, structure, and rigour.
7. After finalisation of feedback, the survey tool and methodology for distribution were confirmed in July 2023 with the first pre-test scheduled for August 2023 for all students at Robina.
8. A review of results will be completed and shared with the Robina Campus Sustainability Committee, and targeted activities organised based on areas of need. These activities will involve weekly lunchbox sessions, and messaging via social media, bulletin boards, and TV screens on campus.
9. The post-test is scheduled for the end of November 2023.
1. Review the Sulitest option - decided it was not suitable for our student cohorts
2. Review of STARS Australian universities - identified a selection of questions to share internally for further review
3. Review of international organisations using a survey combining sustainability literacy (AC6) and culture (EN6) questions
4. Collated a group of questions aimed specifically at our student cohorts and the goals of the campus
5. Reviewed internally to finalise a draft
6. Posted survey to the STARS community page requesting external review input on whether the survey served its purpose and that the questions were suitable in wording, structure, and rigour.
7. After finalisation of feedback, the survey tool and methodology for distribution were confirmed in July 2023 with the first pre-test scheduled for August 2023 for all students at Robina.
8. A review of results will be completed and shared with the Robina Campus Sustainability Committee, and targeted activities organised based on areas of need. These activities will involve weekly lunchbox sessions, and messaging via social media, bulletin boards, and TV screens on campus.
9. The post-test is scheduled for the end of November 2023.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
The decision was made by the leadership team that all Robina Campus employees would be assessed however some student groups would be excluded due to low literacy levels. The selected student cohort was assessed at the commencement of study (pre-assessment) and will then be assessed 4 months later (post-assessment) to determine the level of improvement. The student ID number is used to enable data analysis at the individual level however data trends are shared as a cohort only due to privacy legislation.
The survey was administered by:
1. Introducing it at orientation to explain why and how it will be administered
2. Educators administering the survey via a fun classroom activity
3. The Communications Engagement Team sent out reminders to students to complete, in case they missed the classroom activity. The team also moved around the student lounges 2 days per week for 3 weeks with the QR code to capture as many students as possible.
4. The survey with QR code was posted on TV screens and billboards around campus. See attachment.
Groups excluded due to their low literacy levels
*Adult Migrant Education Program (AMEP) students
*English Second Language (ESL) students
*Skills for Education and Employment (SEE) students
*Plus any student accessing the TAFE Queensland English Language and Literacy Services (TELLS) service.
The survey was administered by:
1. Introducing it at orientation to explain why and how it will be administered
2. Educators administering the survey via a fun classroom activity
3. The Communications Engagement Team sent out reminders to students to complete, in case they missed the classroom activity. The team also moved around the student lounges 2 days per week for 3 weeks with the QR code to capture as many students as possible.
4. The survey with QR code was posted on TV screens and billboards around campus. See attachment.
Groups excluded due to their low literacy levels
*Adult Migrant Education Program (AMEP) students
*English Second Language (ESL) students
*Skills for Education and Employment (SEE) students
*Plus any student accessing the TAFE Queensland English Language and Literacy Services (TELLS) service.
A brief summary of results from the literacy assessment(s):
At this point, we have only completed the pre-assessment phase. Robina Campus made the decision that the following student groups would be excluded due to their low literacy levels:
*Adult Migrant Education Program (AMEP) students
*English Second Language (ESL) students
*Skills for Education and Employment (SEE) students
*Plus any student accessing the TAFE Queensland English Language and Literacy Services (TELLS) service
RESULTS - graphic representation included in the attachment.
*Participation: 63%
*Results: 57.47% of students chose the correct answers
*Identified areas requiring the most work to improve Sustainability Literacy:
- Understanding what contributes most to the carbon footprint
- How to conserve water
- Best methods to ensure sustainability
*Adult Migrant Education Program (AMEP) students
*English Second Language (ESL) students
*Skills for Education and Employment (SEE) students
*Plus any student accessing the TAFE Queensland English Language and Literacy Services (TELLS) service
RESULTS - graphic representation included in the attachment.
*Participation: 63%
*Results: 57.47% of students chose the correct answers
*Identified areas requiring the most work to improve Sustainability Literacy:
- Understanding what contributes most to the carbon footprint
- How to conserve water
- Best methods to ensure sustainability
Optional Fields
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Additional documentation to support the submission:
Data source(s) and notes about the submission:
The attachment shows the results of the Student Sustainability Literacy questions as a graph, the TV screenshot used to promote the survey, and the survey saved as a PDF.
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.