Bates College
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 4.00 |
Tom
Twist Sustainability Manager Facilities |
Does the institution conduct an assessment of the sustainability literacy of its students?:
Which of the following best describes the literacy assessment? The assessment is administered to::
Which of the following best describes the structure of the assessment? The assessment is administered as a::
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:
Sustainability Literacy Assessment
1. Which of the following statements best describes your level of interest in sustainability?
a. I have a passion for sustainability
b. I have considerable interest in sustainability
c. I think it’s important but am pretty neutral about sustainability
d. I have little or no interest in sustainability
2. Do you think environmental degradation is a problem you can affect with your daily actions?
□ Yes, I strongly agree □ Yes, I agree somewhat □ I’m not sure □ I disagree □ I strongly disagree
3. What best explains your personal motivation to become involved in sustainability-related behaviors? (Rank all that apply)
a. Personal concern and beliefs
b. Information I have gotten from news sources
c. Saving money
d. Friend/peer influence
e. Connection with Nature/Outdoors
4. What do you think is the most effective way students at Bates can reduce their energy use?
a. Short showers (4 minutes or less)
b. Turning off computers and laptops every evening
c. Turning off lights
d. Keeping windows closed during the winter
5. Which opportunities would you be most likely to participate in?
Yes No Maybe
a. ‘Trashion’ Show □ □ □
b. EcoService Day □ □ □
c. EcoRep position □ □ □
d. Periodic EnviroLunches □ □ □
e. Off campus activism □ □ □
6. What current problems are sustainability initiatives trying to address today?
a. Climate Change
b. Habitat Degradation
c. Access to clean drinking water
d. Waste Management
e. All of the above
7. What percentage of potable water is actually consumed by drinking?
a. 5%
b. 30%
c. 50%
d. 75%
8. What percentage energy reduction could one expect from switching from incandescent bulbs to LEDs?
a. 10%
b. 30%
c. 50%
d. 90%
9. What percentage of solid municipal waste could be composted?
a. 10%
b. 30%
c. 50%
10. What is the approximate lifespan of a solar panel?
a. 15 years
b. 25 years
c. 40 years
11. How do the life cycle costs of an electric car compare to a vehicle with an internal combustion engine?
a. Better
b. Worse
c. Depends on electricity mix
Thank you for completing our survey!
A brief description of how the literacy assessment was developed and/or when it was adopted:
The literacy assessment tool was created by the sustainability office as part of our first year orientation. It goes out to the first year listesrv both as an engagement tool and to assess their knowledge. We also put it out on an online publication called Bates Today, which is accessible to all first years. It was adopted as a result of the AASHE STARS program.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
This assessment goes out each year to all our first year students as part of the sustainability orientation program via the first year listserv and first year facebook group. We bring up some of the questions during our sustainability presentation to all first years, and give out prizes for the correct answers.
A brief summary of results from the literacy assessment(s):
This past year, we had 129 students respond to the survey. Most incoming students are not aware of window behavior being the number one cause of student energy waste; most are focused on recycling and water use.
Website URL where information about the sustainability literacy assessment is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
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.