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首页> 外文期刊>International journal of sustainability in higher education >Evaluating an environmental literacy requirement chosen as a method to produce environmentally literate university students
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Evaluating an environmental literacy requirement chosen as a method to produce environmentally literate university students

机译：评估选择环境素养要求作为培养具有环境素养的大学生的方法

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Purpose - Few US universities choose an environmental literacy requirement (ELR) as a method to increase student environmental literacy. Even fewer universities have evaluated their ELRs. The paper aims to assess the ELR at the University of Georgia (UGA) in Fall 2005 and Spring 2006 semesters. Design/methodology/approach - A total of 7,268 of the 13,740 students (53 percent) currently taking an ELR course and the 86 of 100 faculty teaching ELR courses were surveyed with a voluntary questionnaire on their awareness, support, and satisfaction for the requirement. The assessment involved 58 courses with 120 sections. Findings - Although a majority of faculty (87 percent) was aware of the ELR, a majority of students (68 percent) was not. In spite of their awareness, most faculty (81 percent) did not know the specifics of the two ELR criteria. Both a majority of faculty (89 percent) and students (84 percent) supported the idea of an ELR. The ELR increased student knowledge (76 percent) and concern (65 percent) about environmental issues and changed some students' behavior (26 percent). A majority of students (86 percent) and faculty (74 percent) were also satisfied with the ELR criteria and that the course they were taking (66 percent) or teaching (82 percent) satisfied the ELR. Most students (74 percent) thought that they were environmentally literate before taking an ELR course, although almost a majority of faculty (49 percent) thought students were environmentally illiterate. Research limitations/implications - The evaluation showed widespread support and satisfaction with the requirement, but strong leadership, publicity, and continuous evaluation is needed to improve the requirement Originality/value - The UGA's ELR could serve as a model for other institutions.
机译：目的-很少有美国大学选择环境素养要求（ELR）作为提高学生环境素养的方法。很少有大学评估其ELR。本文旨在评估2005年秋季和2006年春季学期在佐治亚大学（UGA）的ELR。设计/方法/方法-目前，在参加ELR课程的13740名学生中，有7268名（53％）和100名教师在ELR课程中的86名接受了自愿问卷调查，以了解他们对要求的了解，支持和满意度。评估涉及58门课程和120个科目。调查结果-尽管大多数教师（87％）知道ELR，但大多数学生（68％）并不知道。尽管有他们的意识，但大多数教师（81％）不了解这两个ELR标准的细节。大多数教职员工（89％）和学生（84％）都支持ELR的想法。 ELR增加了学生对环境问题的知识（76％）和关注（65％），并改变了一些学生的行为（26％）。大多数学生（86％）和教职员工（74％）也对ELR标准感到满意，他们所修课程（66％）或教学课程（82％）也对ELR感到满意。大多数学生（74％）认为在参加ELR课程之前，他们具有环保知识，尽管几乎大多数教师（49％）都认为学生在环境方面是文盲。研究的局限性/含意-评估显示对该要求有广泛的支持和满意，但需要强有力的领导，宣传和不断评估以改善要求。原创性/价值-UGA的ELR可以作为其他机构的模型。

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