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Assessments are used to measure the effectiveness of the Environmental Studies Program. Referencing national level resources upon which environmental education programs are designed, I have provided suggestions for 3 interconnected categories to assess: knowledge, skills & values.
The Values category is specifically addressed through student-driven project design so I have included a sample survey. Assessing students' values before and after Keystone will allow us to see if the project-based learning model is working to improve student engagement and confidence.
Knowledge
Knowledge
Derived from the framework for Environmental Literacy assessments by the North American Association for Environmental Education (NAAEE). Any content required by the ENST department for Keystone specifically should also be added.
Skills
Skills
1. Reading Comprehension
2. Writing
3. Speaking
4. Active Listening
5. Critical Thinking
6. Complex Problem Solving
7. Active Learning
8. Science
9. Monitoring
10. Judgment & Decision Making
11. Systems Analysis
12. Instructing
Figure is from a survey conducted by Bureau of Labor Statistics. The highest values represent the most necessary skills for ENST majors. Click on the graph to be taken to the website with full description.
To create the recommended Skills list for ENST majors (left column), I took every skill from the survey (above) within the 3.5-4.5 priority range and ordered them hierarchically from greatest to least, 1 being the most desired skill.
Derived from list of necessary skills for Environmental Studies professionals (3.5 to 4.5 rating). Data from the Bureau of Labor Statistics.
Values
Values
1. Confidence in professional knowledge & skills
2. Confidence in ability to find and solve environmental problems
3. Independent learning ability
4. Feeling prepared for employment or grad school
5. Interest in environmental studies
6. Feeling able to affect change
7. Feeling responsible for own environmental actions
8. Feeling knowledgeable and empowered to take action
9. Interest in becoming an active participant in solving environmental problems
10. Personal level of concern for environmental issues
11. Personal level of concern for environmental justice issues
Values were derived from NAAEE framework (Dispositions) and prior outcomes of project-based, scaffolded learning on student confidence and engagement.
Specific values, skills and knowledge that our institution has outlined also need to be considered. For ENST, several institutional documents provide guidance on the school's interest in addressing environmental attitudes and actions. These are currently being reworked so this section is meant to be more of a placeholder.
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