| Overall Rating | Reporter - expired |
|---|---|
| Overall Score | |
| Liaison | Ian McKeown |
| Submission Date | March 1, 2018 |
| Executive Letter | Download |
Loyola Marymount University
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
Reporter |
Marissa
Petralia Student Sustainability Tracking Assistant Office of 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::
The entire (or predominate) student body, directly or by representative sample
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:
This sustainability survey will be administrated via Qualtrics, LMU's online survey administration tool. Please see sample questions attached for actual survey question content.
A brief description of how the literacy assessment was developed and/or when it was adopted:
The sustainability literacy assessment was created in conjunction with the CUREs (Loyola Marymount University Center for Urban Resilience) and Green LMU (LMU sustainability office). The Sustainability/Research Fellow shared between the two centers researched the existing sustainability surveys at other higher education centers, public surveys (such as the Sulitest), STARS/AASHE criteria, internal values/goals, and spoke with campus research experts/centers (such as the Director of Research @ CUREs and campus institutional research. Using the information collected the Sustainability Office's Student Outreach Assistant created a survey to best evaluate status of sustainability literacy of LMU students at the start of their academic career and at the finish. This allows us to effectively understand sustainability knowledge across students on the campus. It was in adopted in the Spring of 2018.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
The survey will be distributed via a list of a random samples of students from the Department of Institutional Research. This sample includes 100 Freshman and 100 Seniors. The first 10 students who complete the survey will receive a $5 Amazon gift card as an incentive. It will be evenly distributed and targeted to reach a representative sample from each school/college.
We will target a representative sample to ensure we have an unbiased indication of each school to represent the whole student body.
The Department of Institutional Research will provide data on the survey issued via Qualtrics to provide info on:
- College, race, ethnicity, gender, year at the university.
-This will also show the percent of students who took the survey vs. the percent of students who exist in each college.
- finally to administer a pre and post study of the population and awareness this survey will be given to freshman and seniors only to track environmental literacy at the beginning and end of their college careers.
A brief summary of results from the literacy assessment(s), including a description of any measurable changes over time:
The survey will be going out on February 20, 2018. We are currently communicating with the necessary campus partners and Department of Institutional Research to ensure this is executed. Working with Institutional research distributing and incentivizing the program will ensure we receive the proper amount of response to get a representative sample of the whole school.
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.