University of California, Santa Barbara
AC-6: Sustainability Literacy Assessment

Please see the attachment included in this credit for the full list of questions. Some example questions include: Q2 To the best of your knowledge, which of the following gases in the atmosphere trap heat from the Earth’s surface? (Check any that apply) Carbon Dioxide Nitrogen Hydrogen Water vapor Methane Q3B To the best of your knowledge, which of the following energy sources are renewable? (Check any that apply) Oil Natural gas [Electricity generated from natural gas] Wind [Electricity generated from wind] Solar power [Electricity generated from solar power/cells] Hydroelectric power [Electricity generated from hydroelectric dams] Q4 To the best of your knowledge, which of the following natural resources are renewable? (Check any that apply) Iron Wood Plastic Text For the following questions, please select what you feel is the best answer. If you are unsure, please make your best guess. Q5 Which of the following terms refers to the idea that humans value goods or resources that will be received in the future at a lesser value than goods or resources that are available today? Discounting Pessimism Rate of return Interest Q6 One barrier to policy progress on the issue of climate change is that: The impacts will likely be negligible This issue occurs only in certain parts of the world There is a lack of scientific consensus on the issue Most of the negative effects will occur in the distant future Q7 A cap-and-trade system limits carbon emissions by: Placing a limit on how much each factory can pollute. Placing a limit on the total amount of emissions. Placing a set price on the emission of each unit of carbon. Placing a limit on the number of new factories that can be built. Q8 A group of fishing boat owners share equal access to a common fishing area and are dependent upon it for their livelihoods. For each individual, it is economically rational to: Limit the number of fish he or she catches to ensure there will be fish to catch in the future. Catch all the fish he or she can to maximize the profit. Limit the number of fish he or she catches to ensure there everyone gets an equal share. Catch all the fish he or she can to eliminate the competition. Q9 A group of fishing boat owners share equal access to a common fishing area and are dependent upon it for their livelihoods. For the group, it is economically rational to: Limit the number of fish they catch to ensure there will be fish to catch in the future. Catch all the fish they can to maximize their profit. Limit the number of fish they catch to ensure there everyone gets an equal share. Catch all the fish they can to eliminate the competition. Q10 Which uses the most energy in an average American home each year? Lights Heating water Heating and cooling rooms Refrigeration Q11 What do most scientists believe is the maximum ppm for atmospheric CO2 if we wish to stabilize the Earth’s temperature in the long term? 275 ppm 350 ppm 400 ppm 450 ppm Q12 Current global climate change is: Caused mostly by human activities. Caused equally by both human activities and natural changes. Caused mostly by natural changes in the environment. None of the above because global climate change isn’t happening. Q13 An ecosystem’s “carrying capacity” refers to: The amount of land currently in agricultural production. The number of living things the system can sustain indefinitely. The minimum number of species an ecosystem needs to survive. The amount of nutrients water a certain temperature can hold. Q14 Climate change disproportionately impacts people earning a low income because: Infrastructure in developing countries can be less resilient to storms. People earning a low income have fewer resources to rebuild or relocate after flooding. People earning a low income are more likely to live in areas threatened by flooding, water scarcity and/or vector-borne disease. All of the above Q15 Climate change has led to more powerful hurricanes because: Climate change has not lead to more powerful hurricanes. Warmer air mixing with cooler water produces more extreme hurricanes. Melting glaciers result in more rain water in hurricanes. Ocean water temperatures are increasing which increases the strength of hurricanes. Q16 The “greenhouse effect” refers to: The response of the Earth’s climate to gases in the atmosphere that trap heat. The Earth’s protective ozone layer. Pollution that causes acid rain. How plants grow. Q17 Which one of the following causes ocean acidification? Absorption of carbon dioxide by the ocean Chemical spills in the ocean Warmer ocean temperatures Natural seepages of oil and other chemicals Q18 Which one of the following is not an example of an externality? A fine a company has to pay for pollution Harm to a worker's health The cost of waste disposal of a commercial by-product Harm to community members' health due to air pollution Q19 "Sustainability" with regard to natural resources means: Using natural resources as slowly as possible. Only using as much as is replaced by natural processes. Not introducing new technology too quickly. Discovering new resources to allow maximum economic growth.

The literacy assessment was collectively developed in 2014 by a group of environmental graduate students, namely Colin Kuehl, Aaron Sparks, and Heather Hodgeswith, the current Acting Director of UC Santa Barbara Sustainability, Katie Maynard, and a professor in environmental politics, Eric R.A.N. Smith. The assessment received feedback from the UCSB Sustainability Program before becoming institutionalized.

The survey is administered to undergraduate students every other year as a component of our undergraduate sustainability survey. The survey is sent through our Institutional, Research, Planning and Assessment Office who generates a representative sample of students based on demographics of the current undergraduate student population on campus.  Since we have offered this survey to representative samples every other year on average since 2014, we have been able to review and assess changes in sustainability literacy between the years which is the basis of our pre and post test assessment.  We are also able to compare data between grade levels within a year and across years.   We can see how representative samples of a class who might be freshman in one survey and juniors when we next administer the test, shift in their sustainability literacy.  We do not retest the same specific students, but take respresentative samples with each execution of the survey.  

We have observed that a majority of students exhibit a discernible level of awareness regarding sustainability. Inquiries related to general sustainability practices and living conditions revealed a general understanding among students, reflecting a solid foundation in the concept of sustainability. However, as the questions delved into specific domains such as chemistry and economics, responses exhibited greater variability, despite the presence of correct answers for each question. This variability suggests that students with specialized backgrounds demonstrated proficiency in particular areas. For instance, those pursuing a Chemistry degree demonstrated higher competence in questions pertaining to the composition of the Earth's atmosphere.

For the structure of the assessment, we define the pre and post test as the every two-year evaluation. This acts as pre and post because we are comparing the data from year to year.