Overall Rating Gold - expired
Overall Score 66.29
Liaison Kevin Kirsche
Submission Date Dec. 22, 2017
Executive Letter Download

STARS v2.1

University of Georgia
AC-6: Sustainability Literacy Assessment

Status Score Responsible Party
Complete 2.00 / 4.00 Tyra Byers
Program Coordinator
Office of Sustainability
"---" indicates that no data was submitted for this field

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)?:
Yes

Which of the following best describes the literacy assessment? The assessment is administered to::
A subset of students or a sample that may not be representative of the predominant student body

Which of the following best describes the structure of the assessment? The assessment is administered as a::
Pre- and post-assessment to the same cohort or to representative samples in both a pre- and post-test

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:

What is meant by the term “carbon footprint”?
 The age of an item found at an archeological site
 The carbon left on the ground each time you take a step
 The size of the carbon chain in a given quantity of gasoline
 The greenhouse gasses released by burning fossil fuels
 Don’t know

What is the term used for the technique to assess environmental impacts associated with all stages of a product’s life
from cradle to grave (resource extraction through usage and disposal or reuse)?
 An energy audit
 A cost-benefit analysis
 A life-cycle assessment
 A thermal system analysis
 Don’t know

Which of the following is an example of sustainable forest management?
 Setting aside forests to be off limits to the public
 Never harvesting more than what the forest produces in new growth
 Producing lumber for nearby communities to build affordable housing
 Putting the local communities in charge of forest resources
 Don’t know

Which of the following is the most commonly used definition of sustainable development?
 Creating a government funded system that ensures universal access to education, healthcare, and social services
 Setting aside resources for preservation, never to be used
 Meeting the needs of the present without compromising the ability of future generations to meet their own needs
 Building a neighborhood that is both socio-demographically and economically diverse
 Don’t know

Workers around the world face a variety of social injustices, including low wages, poor working conditions, and lack of
access to education. Of the following, what is the best way to help improve conditions for these workers?
 Purchase products from companies that do not allow workers to join labor unions
 Buy the newest products to keep factories around the world open
 Learn about how companies conduct business prior to purchasing their products
 Support large corporations because they generally have more money to pay their workers
 Don’t know

Of the following, which would be considered living in the most environmentally sustainable way?
 Recycling all recyclable packaging
 Reducing consumption of all products
 Buying products labeled “eco” or “green”
 Buying the newest products available
 Don’t know

Which of the following is the most commonly used definition of economic sustainability?
 Maximizing the share price of a company’s stock
 Long term profitability
 When costs equal revenue
 Continually expanding market share
 Don’t know

What is included when corporations report their triple bottom line?
 Three forms of financial reporting
 Environmental, social, and financial performance
 Offering health, dental, and vision care to employees
 Incorporating community, labor, and government representatives on the board of directors
 Don’t know


A brief description of how the literacy assessment was developed and/or when it was adopted:

Pre and post assessments (attached above) are administered to Discover Abroad Students. Research has specifically focused on a 4-week education abroad Maymester program to Australia on the topic of Sustaining Human Societies and the Natural Environment.


A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :

Pre and post assessments are administered to all students in the Discover Abroad Maymester to Australia and New Zealand by faculty teaching the courses that make up this program.


A brief summary of results from the literacy assessment(s), including a description of any measurable changes over time:

Results indicate an increase in sustainability literacy among students who take sustainability courses. This result is stronger for students who take experiential sustainability courses while abroad. Although the above published study is from 2014, assessments are on-going and results have been consistent.


The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
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Data source(s) and notes about the submission:

Sources:
Jaiko Celka, Curriculum Intern, Office of Sustainability
Michael Tarrant, Director of Discover Abroad, research for 7+ years deals with this surveying


Sources:
Jaiko Celka, Curriculum Intern, Office of Sustainability
Michael Tarrant, Director of Discover Abroad, research for 7+ years deals with this surveying

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.