| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 57.96 |
| Liaison | Tracey Coronado |
| Submission Date | March 15, 2018 |
| Executive Letter | Download |
Missouri State University
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 4.00 |
Doug
Neidigh Sustainability Coordinator Environmental Management |
Does the institution conduct an assessment of the sustainability literacy of its students (i.e. an assessment focused on student knowledge of sustainability topics and challenges)?:
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 sample of the questions included in the sustainability literacy assessment or the website URL where the assessment tool may be found:
Corporate social responsibility implies a commitment to triple bottom line reporting includes:
Many economists argue that electricity prices in the U.S. are too low because…
Of the following, which would be considered living in the most environmentally sustainable way?
The most significant driver in the loss of species and ecosystems around the world
What is meant by the term “carbon footprint”?
What is the most common cause of pollution of streams and rivers?
Which of the following is the best example of environmental justice?
Which of the following is the most commonly used definition of sustainable development?
Which of the following statements about greenhouse gases is FALSE?
Which of the following statements about water is true?
A brief description of how the literacy assessment was developed and/or when it was adopted:
The Academics Subcommittee of the Sustainability Advisory Committee compiled a list of over 50 questions that other institutions submitted to STARS for AC-6: Sustainability Literacy Assessment. The Subcommittee, made up of students, faculty, staff and community members, narrowed the list of questions down to the top 10 questions they felt most effectively gauged sustainability literacy, including its environmental, social and economic components.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
The assessment was included as part of the University Exit Exam, which is open for the duration of each term for students who have fulfilled 102 credit hours (>85% of respondents are graduating seniors) and is a graduation requirement. This means that all students graduating in the Fall 2016, Spring 2017, and Summer 2017 terms completed the Exit Exam, including the sustainability literacy assessment, though some students fail to answer all questions. As that number is consistently <5%, and considering the large sample size, this is not considered an obstacle to data analysis/interpretation.
The existence of the University Exit Exam allows for a very large student sample to be included, and it is used as a platform for acquiring data (such as the sustainability literacy assessment, library use, and the advising process) relevant to the university’s mission and goals that can be shared throughout the university community. It provides a large data pool and eliminates the need for extensive extrapolation from a small sample size that, while restricted to students with many credit hours, otherwise captures a broad cross-section of students.
A brief summary of results from the literacy assessment(s), including a description of any measurable changes over time:
Some of the most notable findings from this survey include the following:
-85% of graduates were able to define carbon footprint.
-Over 80% of graduates were able to identify the 3 pillars of sustainability.
-Over 75% of graduates were able to define sustainability as "meeting the needs of the present without compromising the ability of future generations to meet their own needs."
The website URL where information about the programs or initiatives 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.