| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 66.26 |
| Liaison | Roxane Beigel-Coryell |
| Submission Date | May 1, 2015 |
| Executive Letter | Download |
California State University, Channel Islands
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
0.61 / 4.00 |
Sean
Anderson Associate Professor Environmental Science and Resource Management |
The percentage of students assessed for sustainability literacy (directly or by representative sample) and for whom a follow-up assessment is conducted:
The percentage of students assessed for sustainability literacy (directly or by representative sample) without a follow-up assessment:
A copy of the questions included in the sustainability literacy assessment(s):
The questions included in the sustainability literacy assessment(s) :
A brief description of how the assessment(s) were developed:
CSU Channel Islands is committed to developing curriculum based on sustainability that serves students when they enter the workforce and the local community. From this necessity and the review of several programs that were established elsewhere throughout the world, CI carefully created a protocol that can be administered to track progression of a student's attitude toward a sustainable future.
A brief description of how the assessment(s) were administered:
The survey contains four parts that evaluated students based on demographic information, knowledge of environmental sustainability, sustainable behavior and environmental sustainability on campus. The survey was administered online to reduce waste via the CI web portal.
A brief summary of results from the assessment(s):
A total of 349 CI students took the “Measuring Student Attitudes Toward Sustainability” sustainability literacy assessment during the spring 2011 semester. A total of 68 freshman, 47 sophomores, 123 juniors, and 108 seniors responded. Out of the total responses, the majors with the most respondents were Business, Biology, and Environmental Science and Resource Management. The majors with the least number of respondents were Chicano Studies, Spanish, and Applied Physics.
The major that best understood the definition of sustainability when presented a list of different definitions was Chemistry (95%). Communication and Psychology majors come in second and third with 91.67% and 88.46% respectively. Out of 4 different grade levels, the junior class best understood the definition of sustainability, whereas understandably the freshman class understood this concept the least.
Students responded the most sustainable behaviors were practiced among Spanish, Early Childhood Studies, and Psychology majors. The sophomore class indicated the most responses toward implementing sustainable behaviors into their lifestyles, whereas the senior class as a whole indicated they practice the least amount of sustainable behaviors compared to all other grade levels.
Results indicate that certain majors or grade levels have a greater understanding of the definition of sustainability or practice highly sustainable behaviors. Data from this report does not fully represent the CI student body since only 9% of all students took this survey during the spring 2011 semester.
The website URL where information about the literacy assessment(s) is available:
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.