| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 62.26 |
| Liaison | Sean MacInnes |
| Submission Date | Feb. 14, 2022 |
University of North Carolina, Greensboro
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
Sean
MacInnes Sustainability Specialist Office of Sustainability |
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indicates that no data was submitted for this field
Does the institution conduct an assessment of the sustainability literacy of its students?:
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 list or sample of the questions included in the sustainability literacy assessment or the website URL where the assessment tool may be found:
Students are asked to provide demographic information including academic level, course of study, race, gender identity, and age. There are 53 questions that are presented via multiple choice and Likert scale. A sample of included questions:
What is a long-term effect of global climate change?
The term "carbon footprint" is a measure of:
Choose the best definition for biodiversity.
What federal agency oversees environmental regulation?
Which is NOT a renewable energy source?
Businesses often refer to the “bottom line” when talking about profit margins, what is the “triple bottom line?”
What is a long-term effect of global climate change?
The term "carbon footprint" is a measure of:
Choose the best definition for biodiversity.
What federal agency oversees environmental regulation?
Which is NOT a renewable energy source?
Businesses often refer to the “bottom line” when talking about profit margins, what is the “triple bottom line?”
A brief description of how the literacy assessment was developed and/or when it was adopted:
UNCG's Office of Sustainability and Sustainability Council conducted a gap analysis of our FY18 STARS submission and determined that we should create a new internal Sustainability Literacy Assessment Survey. A subcommittee on the Council was created and all members of the Council provided questions they thought should be included. The survey was developed and tested amongst the Council and Qualtrics was chosen as the distribution platform.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
A representative sample was reached by sending the survey to all students via the Division of Student Affairs. Additionally, the survey was sent to all faculty in the Sustainability Faculty e-mail list and the faculty members of the Sustainability Council. The assessments were administered via Qualtrics.
A brief summary of results from the literacy assessment(s):
A total of 727 students participated in the surveys that were administered over three semesters (fall 2020, spring 2021, and fall 2021). The participants included both undergraduate and graduate students from over 40 different majors across campus, and the demographics roughly mirrored those of the student population (22% of respondents were graduate students), although some demographics were slightly more represented than others (e.g., female, Caucasian). The survey questions remained consistent to obtain pre- and post-assessments.
Students demonstrated a strong understanding in several areas, and the responses were generally consistent from fall 2020 to fall 2021. For example, when comparing fall 2020 and fall 2021, the participants correctly identified:
The cause of climate change (86% in fall 2020, 88% in fall 2021)
The most significant driver of biodiversity loss (81%, 76%)
The true cost of the goods we use every day (78%, 76%)
The definition of “environmental injustice” (76%, 77%)
The ways to support workers in the global south (83%, 72%)
The most sustainable dining options on campus (66%, 63%).
Students’ understanding of some areas of sustainability was consistently low. When comparing fall 2020 and fall 2021, the lack of knowledge existed in, for example, the following areas, indicating room for intervention:
The significant contributors to the degradation of the local coastal ecosystem (29% in fall 2020, 32% in fall 2021)
What constitute “triple bottom line” (51%, 34%)
What “fair trade” means (45%, 37%)
The surveys also showed that over 65% of students felt that sustainability is extremely or very important, but many were unaware of sustainability opportunities on campus. For example, about 30% were aware of sustainability-related student clubs, 17-18% were aware of the existence of the Environmental and Sustainability academic program, and only 8-9% were aware of the Green Fund (the internal sustainability grant opportunities). Identifying these gaps serves as the first step for future interventions.
Students demonstrated a strong understanding in several areas, and the responses were generally consistent from fall 2020 to fall 2021. For example, when comparing fall 2020 and fall 2021, the participants correctly identified:
The cause of climate change (86% in fall 2020, 88% in fall 2021)
The most significant driver of biodiversity loss (81%, 76%)
The true cost of the goods we use every day (78%, 76%)
The definition of “environmental injustice” (76%, 77%)
The ways to support workers in the global south (83%, 72%)
The most sustainable dining options on campus (66%, 63%).
Students’ understanding of some areas of sustainability was consistently low. When comparing fall 2020 and fall 2021, the lack of knowledge existed in, for example, the following areas, indicating room for intervention:
The significant contributors to the degradation of the local coastal ecosystem (29% in fall 2020, 32% in fall 2021)
What constitute “triple bottom line” (51%, 34%)
What “fair trade” means (45%, 37%)
The surveys also showed that over 65% of students felt that sustainability is extremely or very important, but many were unaware of sustainability opportunities on campus. For example, about 30% were aware of sustainability-related student clubs, 17-18% were aware of the existence of the Environmental and Sustainability academic program, and only 8-9% were aware of the Green Fund (the internal sustainability grant opportunities). Identifying these gaps serves as the first step for future interventions.
Optional Fields
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Additional documentation to support the submission:
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.