| Overall Rating | Platinum |
|---|---|
| Overall Score | 85.72 |
| Liaison | Kira Stoll |
| Submission Date | March 4, 2021 |
University of California, Berkeley
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 4.00 |
Mikayla
Tran SDG & OS Engagement Fellow Office of Sustainability |
Does the institution conduct an assessment of the sustainability literacy of its students?:
Which of the following best describes the literacy assessment? The assessment is administered to::
Which of the following best describes the structure of the assessment? The assessment is administered as a::
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 brief description of how the literacy assessment was developed and/or when it was adopted:
The sustainability literacy assessment was borrowed with permission from The Ohio State University Environmental and Social Sustainability Lab. More information about OSU’s Assessment of Sustainability Knowledge (ASK) Scale can be found at the following link: https://ess.osu.edu/campus-sustainability-survey.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
The pre- and post-assessments were administered to students as a Google Form at the start and end of the Fall 2020 academic semester. We assessed a subset of students pulled from those enrolled in sustainability-focused, student-led DeCal courses, and a class where the majority of students are pursing the CalTeach minor: a program for undergraduate science, technology, engineering, and mathematics (STEM) majors interested in exploring a career in education.
A brief summary of results from the literacy assessment(s):
In total, we received 89 responses for the sustainability literacy assessment pre- and post-assessments. Although we received fewer responses for the post-assessment (likely due to the heightened academic load at the end of the semester), we observed an increased concentration of responses scoring 14 points out of 15 in the post-assessment, in comparison to the most popular score of 12 points in the pre-assessment. However, the averages remained the same between the two assessments, with an average of 11 points out of 15.
Frequently missed questions included:
10. Which of the following is a leading cause of the depletion of fish stocks in the Atlantic Ocean? (Answer is A)
a. Fishermen seeking to maximize their catch
b. Reduced fish fertility due to genetic hybridization
c. Ocean pollution
d. Global climate change
e. Don’t know
This question received 40 / 89 correct responses. The most popular incorrect answer was c. Ocean pollution.
The second most frequently missed question was the following:
1. What is the most common cause of pollution of streams and rivers? (Answer is B)
a. Dumping of garbage by cities
b. Surface water running off yards, city streets, paved lots, and farm fields
c. Litter near streams and rivers
d. Waste dumped by factories
e. Don't know
This question received 50 / 89 correct responses. The most popular incorrect answer was d. Waste dumped by factories.
Website URL where information about the sustainability literacy assessment 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.