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Assessing sustainability knowledge of a student population

Assessing sustainability knowledge of a student population Purpose – The purpose of this article is to present a tool for assessing the sustainability knowledge of an undergraduate population. Design/methodology/approach – Multiple-choice questions were developed through soliciting expert input, focus groups, pilot testing, distribution via a large-scale online survey and analysis using item response theory. Findings – The final assessment consists of 16 questions from the environmental, economic and social domains, covering foundational concepts within the topic of sustainability. Research limitations/implications – This assessment represents an initial effort to quantify knowledge of the broad and abstract concept of sustainability. The authors plan to continue refining these questions to better differentiate between students with higher levels of knowledge and to replace those with answers that may change over time. Practical implications – With knowledge of sustainability concepts becoming increasingly included in institution-wide learning objectives, there is a growing demand for a way to measure progress in this area. Our assessment tool can easily be used (via a campus-wide survey or distributed at the classroom level) by institutions to gauge current levels of knowledge and track changes over time, as well as assess the effectiveness of courses and curricula at meeting sustainability knowledge goals. Originality/value – This assessment of sustainability knowledge is the first of its kind to include all three separate domains of sustainability, and we expect it to be useful across a variety of college and university contexts. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Sustainability in Higher Education Emerald Publishing

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1467-6370
DOI
10.1108/IJSHE-01-2013-0008
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this article is to present a tool for assessing the sustainability knowledge of an undergraduate population. Design/methodology/approach – Multiple-choice questions were developed through soliciting expert input, focus groups, pilot testing, distribution via a large-scale online survey and analysis using item response theory. Findings – The final assessment consists of 16 questions from the environmental, economic and social domains, covering foundational concepts within the topic of sustainability. Research limitations/implications – This assessment represents an initial effort to quantify knowledge of the broad and abstract concept of sustainability. The authors plan to continue refining these questions to better differentiate between students with higher levels of knowledge and to replace those with answers that may change over time. Practical implications – With knowledge of sustainability concepts becoming increasingly included in institution-wide learning objectives, there is a growing demand for a way to measure progress in this area. Our assessment tool can easily be used (via a campus-wide survey or distributed at the classroom level) by institutions to gauge current levels of knowledge and track changes over time, as well as assess the effectiveness of courses and curricula at meeting sustainability knowledge goals. Originality/value – This assessment of sustainability knowledge is the first of its kind to include all three separate domains of sustainability, and we expect it to be useful across a variety of college and university contexts.

Journal

International Journal of Sustainability in Higher EducationEmerald Publishing

Published: Aug 26, 2014

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