Date on Master's Thesis/Doctoral Dissertation

5-2024

Document Type

Master's Thesis

Degree Name

M.S.

Department

Interdisciplinary and Graduate Studies

Degree Program

Interdisciplinary Studies concentration in Sustainability, MS

Committee Chair

Sluss, Tamara

Committee Co-Chair (if applicable)

Mog, Justin

Committee Member

Mog, Justin

Committee Member

Urbanski, Monika

Author's Keywords

sustainability; education; experiential learning; assessments; faculty

Abstract

This thesis investigates faculty interest in utilizing the Sustainability Tracking, Assessment & Rating System (STARS) as an educational tool within higher education curricula. In recent years, there has been a noticeable uptick in the availability of sustainability courses and programs within higher education. The STARS framework evaluates the quantity and diversity of these offerings across universities. Employing a mixed-method approach, a literature review was conducted, and a survey was disseminated to United States universities to gauge barriers and interest in incorporating STARS within the classroom. Results demonstrate that faculty at institutions with regular STARS submissions show considerable interest, ranging from somewhat to very interested, in deploying STARS to enrich classroom experiences. However, its direct effects on student learning and interdisciplinary collaboration are not definitively established. This study highlights STARS' potential as a transformative educational resource but calls for more rigorous investigation to conclusively determine its impact on advancing sustainability education across academic disciplines.

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