| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 74.09 |
| Liaison | Merry Rankin |
| Submission Date | Aug. 30, 2019 |
| Executive Letter | Download |
Iowa State University
EN-6: Assessing Sustainability Culture
| Status | Score | Responsible Party |
|---|---|---|
|
0.25 / 1.00 |
Merry
Rankin ISU Director of Sustainability Facilities Planning & Management |
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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:
In the Spring of 2018 a survey was sent out to all Iowa State students by the Office of Sustainability to gauge effectiveness in education, engagement and empowerment resources and initiatives offered to students toward the goal of ensuring a sustainable experience for the campus community in all facets of studies, work and operations.
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:
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A brief description of how representative samples were reached (if applicable) and how the cultural assessment is administered:
The assessment was developed by a LiveGreen! 5th year student intern, to offer a peer to peer perspective and consideration, and sent out to the entire student body via a mass email message, as well as via social media campaign. The assessment was conducted using Qualtrics survey software.
A brief summary of results from the cultural assessment, including a description of any measurable changes over time:
Five hundred and thirty-four students responded to the survey.
The majority of respondents recognized certain activities/behaviors as sustainable. Those most noted included recycling, composting, volunteering, fiscal responsibility, cultural sensitivity, and the importance of supporting local farmer's markets.
Most respondents were familiar with the three facets of sustainability and their applications around campus and within their daily activities and interactions. While a majority of respondents recognized the relevancy of environmental sustainability in their personal choices and behaviors, noticeably fewer made the same connection to economic and social sustainability. In addition, while respondents acknowledged responsibility to the impacts of their decisions within their own "backyard", they noted much less realization of the ripple effect of their decisions beyond their "backyard".
Questions also looked at effectiveness of outreach efforts of the Live Green! Team including online presence, social media engagement and perception of and participation in on-campus events.
The majority of respondents were aware of the Live Green! Initiative. Almost all respondents had heard of at least one on-campus event, although the majority of respondents had not attended any. While our social media presence was well-known and followed, most students responded were not subscribed to nor had read our monthly Live Green! Newsletter. Those who had subscribed noted among their favorite sections, GIY (Green It Yourself), Green Opportunities, Now You Know (deeper dig articles on sustainability topics) and Students Living Cardinal Gold and Green (feature article on ISU students making a sustainable difference through co-curricular efforts).
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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.