| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 48.97 |
| Liaison | Rachael Rost-Allen |
| Submission Date | July 28, 2017 |
| Executive Letter | Download |
Johnson County Community College
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 4.00 |
Kristy
Wittman Howell Sustainability Education and Engagement Coordinator Center for Sustainability |
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Does the institution conduct an assessment of the sustainability literacy of its students (i.e. an assessment focused on student knowledge of sustainability topics and challenges)?:
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 sample of the questions included in the sustainability literacy assessment or the website URL where the assessment tool may be found:
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A brief description of how the literacy assessment was developed and/or when it was adopted:
This assessment was first developed in 2013 by drawing questions from several assessments gathered from either the Green Schools listserv or the AASHE resources page, as well as supplementing with our own questions regarding economics and systems thinking to flesh out a fuller spectrum of sustainability themes that we felt would best indicate a broad understanding of sustainability. Subsequent iterations have added questions about sustainable practices on campus and have been administered both on paper and electronically to students at campus events and via email.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
The assessment was administered over five spring semesters. Quantitative evaluation and initial contact was conducted electronically with students at campuswide events, dedicated tabling opportunities, club and organization meetings, and those who picked up information in the Center for Student Involvement, dining services, and a handful of other campus offices. In 2015, 2016, and 2017, qualitative evaluations were conducted with respondents who indicated interest in a followup conversation.
A brief summary of results from the literacy assessment(s), including a description of any measurable changes over time:
Students indicated that exposure to sustainability-related behaviors on campus (especially operational, concerning energy efficiency, food waste, and recycling) had a positive effect on their behaviors at home. Students also indicated that conversations about sustainability related advances in the classroom and in campuswide events made them more likely to make meaningful behavior changes on campus at at home.
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.