| Overall Rating | Gold |
|---|---|
| Overall Score | 69.87 |
| Liaison | Kevin Kirsche |
| Submission Date | June 22, 2021 |
University of Georgia
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 4.00 |
Nate
Shear Sustainability Metrics Intern 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:
SL1. What is meant by the term “carbon footprint”?
-The age of an item found at an archeological site
-The carbon left on the ground each time you take a step
-The size of the carbon chain in a given quantity of gasoline
-The greenhouse gasses released by burning fossil fuels
-Don’t know
SL2. What is the term used for the technique to assess environmental impacts associated with all stages of a product’s life from cradle to grave (resource extraction through usage and disposal or reuse)?
-An energy audit
-A cost-benefit analysis
-A life-cycle assessment
-A thermal system analysis
-Don’t know
SL3. Which of the following is an example of sustainable forest management?
-Setting aside forests to be off limits to the public
-Never harvesting more than what the forest produces in new growth
-Producing lumber for nearby communities to build affordable housing
-Putting the local communities in charge of forest resources
-Don’t know
SL4. Which of the following is the most commonly used definition of sustainable development?
-Creating a government funded system that ensures universal access to education, healthcare, and social services
-Setting aside resources for preservation, never to be used
-Meeting the needs of the present without compromising the ability of future generations to meet their own needs
-Building a neighborhood that is both socio-demographically and economically diverse
-Don’t know
SL8. What is included when corporations report their triple bottom line?
-Three forms of financial reporting
-Environmental, social, and financial performance
-Offering health, dental, and vision care to employees
-Incorporating community, labor, and government representatives on the board of directors
-Don’t know
A brief description of how the literacy assessment was developed and/or when it was adopted:
Pre and post assessments (attached above) are administered to study abroad students, home campus sustainability program students, study abroad sustainability program students, and home campus students. Research has specifically focused on a 4-week education abroad Maymester program to Australia on the topic of Sustaining Human Societies and the Natural Environment.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
Pre and post assessments are administered to all students in the Discover Abroad Maymester to Australia and New Zealand by faculty teaching the courses that make up this program.
A brief summary of results from the literacy assessment(s):
Results indicate an increase in sustainability literacy among students who take sustainability courses. There were increases for majority of students over time, but greater increases for specific segments of students. The result is strongest for students who take experiential sustainability courses while abroad or while on campus.
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:
Sources:
Jaiko Celka, Curriculum Intern, Office of Sustainability
Michael Tarrant, Director of Discover Abroad, research for 7+ years deals with this surveying
Sources:
Jaiko Celka, Curriculum Intern, Office of Sustainability
Michael Tarrant, Director of Discover Abroad, research for 7+ years deals with this surveying
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.