University of Maryland, Baltimore County
AC-6: Sustainability Literacy Assessment

Institution conducts an assessment of the sustainability literacy of its students. The sustainability literacy assessment focuses on knowledge of sustainability topics and challenges.

Assessments that exclusively address sustainability culture (i.e., values, behaviors, beliefs, and awareness of campus sustainability initiatives) or student engagement in sustainability-related programs and activities are excluded. Cultural assessments and participation by U.S. and Canadian institutions in the Sustainability Education Consortium (NSSE) are recognized in the Assessing Sustainability Culture credit in Campus Engagement.

An institution may use a single instrument that addresses sustainability literacy, culture, and/or engagement to meet the criteria for this credit if a substantive portion of the assessment (e.g., at least ten questions or a third of the assessment) focuses on student knowledge of sustainability topics and challenges.

This credit applies to all institutions. 

An institution earns the maximum of 4 points available for this credit by administering a pre- and post-assessment to the entire student body or, at minimum, to the institution's predominant student body (e.g., all undergraduate students), directly or by representative sample. Partial points are available based on the population assessed and whether or not a pre- and post-assessment is conducted as follows:

Timeframe

Report the most recent data available. Sustainability literacy assessments administered within the three years prior to the anticipated date of submission are eligible for this credit. A structured pre- and post-assessment for which the pre-assessment has been conducted and the post-assessment has been scheduled may count.

Sampling and Data Standards

An institution may choose to measure sustainability literacy by administering a survey to a representative sample of the student population being assessed or by surveying the entire student population being assessed (e.g., by making the assessment mandatory).  

In conducting an assessment with a representative sample (e.g., of an entire class or cohort of students), care should be taken so that participation in the assessment is not skewed toward individuals with an interest in sustainability, e.g., by employing appropriate sampling techniques or making the assessment mandatory. Recruiting students during a sustainability event or limiting the assessment to students enrolled in a sustainability course or program, for example, would not result in a representative sample.

An institution may report on a single assessment or on multiple assessments that target different groups (e.g., students taking specific courses).