| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 57.05 |
| Liaison | Herbert Sinnock |
| Submission Date | July 12, 2018 |
| Executive Letter | Download |
Sheridan College (Ontario)
EN-6: Assessing Sustainability Culture
| Status | Score | Responsible Party |
|---|---|---|
|
0.25 / 1.00 |
Anna
Pautler Sustainability Data Assessment & Reporting Officer Office for Sustainability |
Does the institution conduct an assessment of sustainability culture (i.e. the assessment focuses on sustainability values, behaviors and beliefs, and may also address awareness of campus sustainability initiatives)?:
Which of the following best describes the cultural assessment? The assessment is administered to::
Which of the following best describes the structure of the cultural assessment? The assessment is administered::
A brief description of how and when the cultural assessment(s) were developed and/or adopted:
The breadth elective course SCIE16206GD Solutions in Sustainability includes a group project where students develop an idea to enhance sustainability at Sheridan College. As part of this project, students conduct a random, unbiased, representative survey of the student population to determine the student body’s understanding of Sheridan’s current sustainability initiatives, knowledge of sustainability, and interest in the proposed project. The survey has been approved by Research Ethics Board and the students earn a Tri-Council Policy Statement (TCPS 2: CORE) certification in order to participate in the research.
The course has been offered every semester since Fall 2014. Although technically the surveys are longitudinal in nature and assess the same representative sample, the questions vary between groups and between semesters; therefore, we cannot directly compare the survey responses.
The surveys also sometimes include faculty and staff, but not always. However, the purpose of the survey is to measure the attitudes and knowledge of students (not employees); therefore it should not be assumed that surveys will include employees.
A copy or sample of the questions related to sustainability culture:
A sample of the questions related to sustainability culture or the website URL where the assessment tool is available:
See attachment.
A brief description of how representative samples were reached (if applicable) and how the cultural assessment is administered:
Surveys are either conducted online (e.g. Survey Monkey) or in-person. An unbiased, random, representative sample of Sheridan students is recruited to participate in the survey. Students are either approached in person on-campus or receive an online survey link to complete the survey. The participants were voluntary participants and were informed of the intention of the survey, that their responses would be anonymous, and that they could withdraw at any point without penalty.
A brief summary of results from the cultural assessment, including a description of any measurable changes over time:
The following is a summary of results from surveys from the Winter 2017 semester, grouped by survey:
- 83% of respondents felt better knowing Sheridan has sustainability initiatives and 92% agreed that Sheridan should do more sustainability work in the future. 93% of respondents either agreed or strongly agreed the idea of building a greenhouse. If cafeteria foods were locally grown, healthier, and cheaper, 79.6% of respondents would be more inclined to eat there. 72.8% of respondents seemed interested in a horticulture program and 81.8% in the elective.
- 20% of students surveyed routinely bring lunch to school. 60% of students said they “always” use appropriate disposal bins when given the option while 30% said “sometimes”. These figures were consistent among disposal at restaurants and at home. 50% chose 8 or above on a 1-10 scale of frequency of eating from take out restaurants.
90% answered “sometimes” or “yes” when asked if they buy prepackaged food or drinks. 40% chose paper towel as the ideal way to dry their hands after washing them. 30% chose using a hands free air dryer while 20% said neither. 70% of students said they carry water with them everywhere they go and of those students, 70% favored a reusable container. 70% still “sometimes” buy bottled water. When asked to select qualities that make a poster interesting: 9/10 said “Straight to the point;” 10/10 said “Good use of graphics;” 5/10 said “Informative;” 5/10 said “Bright, fun, engaging colours;”
80% chose between 5-8 on a scale of how much they care about using proper waste management.
- 67.65% of surveyed students said ‘Yes’ to having had washed paint down the sinks in school, most stating that they ‘didn’t have another option’ (62.50%) and it’s ‘quick/convenient’ (50.00%). 75.76% agreed that Sheridan has made no effort to educate them about the dangers of it outside of a few posters above the sinks. Out of all the issues caused by this action, students claimed to care most about ‘hazardous chemicals disrupting ecosystems’ (41.95%) as well as ‘poisoning fish, leading to bioaccumulation in aquatic food chain’ (37.50%). The majority of students (64.52%) claimed to care the least about Pipe Clogging and Corrosion. When asked if they would use alternative methods, 76% said they would always use an alternative. Out of the proposed alternatives, 82% said they would prefer a specified paint bin. Ultimately, the vote was split when asked if they are satisfied with Sheridan’s paint disposal methods at 50%.
- After 50 individuals participated in our survey throughout Sheridan's Trafalgar campus and shuttle bus pick up stations, the general conclusion is that most show support and encouragement in the idea, with 68% showing concern for the environment as well as another 68% willing to convert to electric buses. Majority also expressed agreement to donate money to the transition at 78%.
- 75% of students that use a vehicle to get to school would switch to free public transit if this was offered.
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.