Loyola University Chicago
AC-6: Sustainability Literacy Assessment

The content knowledge assessed was aligned with seven course learning objectives:
1. Draw inferences from evidence, including identifying relevant parameters, constructing testable and falsifiable hypotheses and analyzing data.
2. Recognize the interconnection as among the different scientific disciplines and how t heir principles are used in investigating environmental issues.
3. Demonstrate understanding of the physical and chemical principles underlying environmental science.
4. Exhibit knowledge of the nature of, and interaction among, the 4 Earth systems (biosphere, lithosphere, hydrosphere and atmosphere).
5. Understand the role of energy and thermodynamics in ecosystem functioning.
6. Understand the chemical basis of life.
7. Understanding and describe important cycles in nature.
The baseline assessment given in Fall 2012 is attached. The same assessment was given in Spring 2013. The 14 questions are aligned with the seven course learning objectives. For the follow-up evaluation for both semesters, the faculty teaching each of the 25 sections (13 in Fall 2012 and 12 in Spring 2013) each selected three questions per course learning objective from a common test bank of questions. These questions were then incorporated into the course final exam for their section. The test bank used for Fall 2012 is attached.

The learning objectives for the new UCSF 137 course were developed during the 2011-2012 academic year by the faculty planning team for the course. This team represented multiple Loyola departments. The content baseline assessment and final questions bank were developed collaboratively by the planning team and by its initial faculty instructors. These faculty wrote some of the items but also drew on questions banks from the common text used for the course, Norm Christensen’s The Environment and You (2013, Pearson).

On the first day of class in all sections, the baseline assessment of 14 questions was given by the course instructors to all students. Final exams were given for all sections and these incorporated 21 questions chosen from the course test bank (in addition to other questions created at the discretion of the section instructor.) All assessments were collected with student names. Students were instructed that pre-course assessments were not in any way used for grades. The final exams were used for grading purposes.

Item analyses of the baseline assessments were shared with course instructors to inform their strategies. More summative analyses of learning gains are forthcoming.

700 of the 4300 first year students were assessed equaling 16.3%.