| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 73.41 |
| Liaison | Jillian Leach |
| Submission Date | Feb. 28, 2018 |
| Executive Letter | Download |
California State University, Chico
EN-6: Assessing Sustainability Culture
| Status | Score | Responsible Party |
|---|---|---|
|
0.25 / 1.00 |
James
Pushnik Director and Rawlins Professor of Environmental Literacy Institute for Sustainable Development |
"---"
indicates that no data was submitted for this field
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)?:
Yes
Which of the following best describes the cultural assessment? The assessment is administered to::
A subset of the campus community or a sample that may not be representative of the entire community
Which of the following best describes the structure of the cultural assessment? The assessment is administered::
Without a follow-up assessment of the same cohort or representative samples of the same population
A brief description of how and when the cultural assessment(s) were developed and/or adopted:
The survey instrument was developed over the previous 5 years by the Institute for Sustainable Development through a facilitated interdisciplinary faculty learning community.
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:
https://www.surveymonkey.com/r/sustainpathway
A brief description of how representative samples were reached (if applicable) and how the cultural assessment is administered:
The survey instrument was administered all General Education classes with the exception of course specifically in the Sustainability Studies Pathway minor which were assessed separately using some overlapping questions.
A brief summary of results from the cultural assessment, including a description of any measurable changes over time:
There was a significant pairwise difference between the knowledge scores in Sustainability Studies and all pathways except Global Development, Great Books, Science, Technology, and Values, and International Studies.
In descending order, students ranked fresh water pollution as their highest area of concern,followed by concern over rising levels of atmospheric GHGs, continued energy dependency on fossil fuels, and protection of biodiversity and environmentally sensitive landscapes.
Students who participated in campus sustainability events also scored higher in this knowledge and mean knowledge scores increased with more participation.
There was a significant relationship observed for students participating in a greater number of sustainability events having higher summative behavior scores
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
Assessment report provided by the Curriculum Advisory Board and the survey was administered in 2016 / 2017.
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.