| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 58.55 |
| Liaison | Amy Brunvand |
| Submission Date | April 5, 2017 |
| Executive Letter | Download |
University of Utah
EN-6: Assessing Sustainability Culture
| Status | Score | Responsible Party |
|---|---|---|
|
0.00 / 1.00 |
Amy
Brunvand Librarian Office of 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:
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:
A brief description of how representative samples were reached (if applicable) and how the cultural assessment is administered:
A brief summary of results from the cultural assessment, including a description of any measurable changes over time:
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:
Two recent student projects assessed sustainability culture on campus:
Changing the Campus Culture to Address Climate Change (Global Change & Society 2016 Student project)
In 2016, the graduate students* of Global Changes and Society chose to look at how people know and understand climate change. The students in this interdisciplinary course found that all of their disciplines were connected in more ways than immediately apparent. The class decided that the overarching takeaways from the course were found in four areas: information, behavior, awareness, and experience. Human behaviors are driven by experiences and the information they internalize. The way individuals experience situations and places is affected by what they are aware of, individual behavior (and the behavior of others), and available information. Using this framework, the GCS project was structured into four areas: Information, Awareness, Behavior, and Experience.
Environmental Beliefs Survey (SCIF grant, 2015)
A survey to measure the environmental beliefs of undergraduate students at the University of Utah. The study used the New Ecological Paradigm (NEP) scale developed by environmental sociologist Riley Dunlap and colleagues. 648 undergraduate students at the University of Utah were surveyed from April-July 2015.
Two recent student projects assessed sustainability culture on campus:
Changing the Campus Culture to Address Climate Change (Global Change & Society 2016 Student project)
In 2016, the graduate students* of Global Changes and Society chose to look at how people know and understand climate change. The students in this interdisciplinary course found that all of their disciplines were connected in more ways than immediately apparent. The class decided that the overarching takeaways from the course were found in four areas: information, behavior, awareness, and experience. Human behaviors are driven by experiences and the information they internalize. The way individuals experience situations and places is affected by what they are aware of, individual behavior (and the behavior of others), and available information. Using this framework, the GCS project was structured into four areas: Information, Awareness, Behavior, and Experience.
Environmental Beliefs Survey (SCIF grant, 2015)
A survey to measure the environmental beliefs of undergraduate students at the University of Utah. The study used the New Ecological Paradigm (NEP) scale developed by environmental sociologist Riley Dunlap and colleagues. 648 undergraduate students at the University of Utah were surveyed from April-July 2015.
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.