Commute Modal Split (2.2)

Credit Language

OP 16: Commute Modal Split – version 2.2

Frequently Asked Questions

How has this credit changed between STARS 2.1 and 2.2?

Substantive changes have been made to this credit. The two modal split credits are merged to more accurately reflect the relative proportion of students to employees. Applicability changed so that the credit applies to all institutions. Distance education and zero-emissions vehicles are recognized as more sustainable options. The credit language now defines distance education, employees, single-occupancy vehicle, and zero emissions vehicle. A comprehensive list of differences can be found in the 2.2 Summary of changes.

What timeframe should be used for this credit?

There should be some indication of the timeframe of the commuting assessment (must be within three years prior to submission).

What constitutes a representative sample?

A representative sample is a subset of a statistical population that accurately reflects the members of the entire population. Surveys should reach a representative sample (e.g., assessing students in a single class isn’t sufficient). For information about how to measure commuting behavior, see the guidance provided by the Massachusetts Rideshare Program and the South Coast Air Quality Management District.

Resources, Templates & Tools

Example Responses

  • Portland Community College – Uploaded an Excel spreadsheet with the results of the survey, including an optional analysis.
  • Seattle University – PDF uploaded with the results of the survey. Included a section on the methodology used to conduct the survey.

Common Issues Identified During Review

  • Score outlier: Earning full points or close to it is unlikely. Exemplary performance should be clarified in descriptive field.
  • Timeframe: There should be some indication that the modal split assessment was completed within the last three years.
  • Survey must reach a representative sample (e.g., assessing students in a single class or employees in a single office/department isn’t sufficient)
  • Data consistency: Figures for Total full-time equivalent student enrollment and Full-time equivalent of employees should be consistent across PRE 5 and OP 16 if the same Performance Year is used. Valid discrepancies should be clarified in the Notes field.

Did you find this article helpful?