Environment Survey Report

Summer 2004

Knowledge, Values, and Actions toward the

Environment

Acadia Environmental Society (AES)

Acadia University
 Table of Contents

OVERVIEW ................................................................................................................................................. 2
KNOWLEDGE AND AWARENESS ......................................................................................................... 3
THINGS THE AVERAGE STUDENT KNOWS LITTLE ABOUT............................................................................ 3
THINGS THE AVERAGE STUDENT HAVE SOME KNOWLEDGE ABOUT ........................................................... 4
THINGS THE AVERAGE STUDENT HAVE MORE KNOWLEDGE OF ................................................................. 5
STUDENTS’ AWARENESS OF ACTIVITIES AT ACADIA .................................................................................. 6
VALUES ........................................................................................................................................................ 7
ITEMS OF LOWER VALUE TO STUDENTS ..................................................................................................... 7
ITEMS OF MODERATE VALUE TO STUDENTS ............................................................................................... 8
ITEMS OF HIGH VALUE TO STUDENTS ........................................................................................................ 9
ACTIONS .....................................................................................................................................................10
ACTIONS THE AVERAGE STUDENT TAKE RARELY .....................................................................................10
ACTIONS THE AVERAGE STUDENT TAKE SOMETIMES ................................................................................11
ACTIONS THE AVERAGE STUDENT TAKE MORE OFTEN .............................................................................12
DEMOGRAPHICS......................................................................................................................................13
SURVEY IMPACT .....................................................................................................................................16
LINKING KNOWLEDGE, VALUES, AND ACTION ............................................................................17
THOSE WHO HAVE TAKEN ENVIRONMENTAL COURSES..........................................................18
TAKING ACTION ......................................................................................................................................19
CONCLUSIONS ..........................................................................................................................................20
APPENDICES .............................................................................................................................................21
APPENDIX A ..............................................................................................................................................21
APPENDIX B ..............................................................................................................................................22
APPENDIX C ..............................................................................................................................................23
APPENDIX D ..............................................................................................................................................24
APPENDIX E...............................................................................................................................................25
APPENDIX F ...............................................................................................................................................26

Environment Survey Report, 2004 1

 Overview

The Environment Survey was available to the student population during Acadia’s
Environment Week 2004 near the end of the 2003/ 2004 school year. The survey was
done online and made available through emails to students and off the AWARE website.
Questions on the survey were multiple choice and assessed students’ knowledge, values,
and actions on environmental issues. In total, 206 participants completed the survey.
Participation was voluntary and anonymous, and results were analyzed on a group basis.
The following report is based exclusively on statistics generated from the 2004
Environment Survey.
In general, the results indicate that the average student does not participate in
Acadia’s environmental clubs and has poor awareness of them. They also have taken no
or only one environmentally themed course at Acadia. These results are concerning,
considering participation in environmentally themed clubs and courses is related to
greater knowledge and awareness of environmental issues. Knowledge and awareness, in
turn, is related to greater environmental values and action. Thus, the average student
appears to be under-educated on environmental issues, have low environmental values,
and not regularly considering the environment in their actions.
Further, these results offer at least two options of attack on improving
environmental education, values, and action. Since all three are positively correlated, any
plan to increase one area will by default increase the other two. Thus, getting students to
take action, such as participating in environmental clubs and enrolling in
environmentally-themed courses will increase their knowledge, leading to stronger
environmental values. Similarly, means to promote environmental education, such as
environmental events, will increase knowledge, leading to stronger environmental values
and action. Action plans aimed at increasing environmental values, however, may be less
successful, considering the average student already endorses all environmental values.
Additionally, tools, such as this survey, can play an important role in both educating and
motivating students to get more involved in environmental issues.

Environment Survey Report, 2004 2

 Knowledge and Awareness
Things the Average Student knows Little about

Students were asked to rate their awareness on a number of items. The following graph
represents items which students (overall) reported the lowest awareness of.

Level of Student Knowledge (1 of 3)

Acadia’s student environmental organizations
2.61
(STEP, AWARE, and AES).

Air pollution in the Annapolis Valley. 2.76

Government Canada’s approach to climate

change.
2.77
Frequency Scale
The environmental impact of Acadia’s physical 1 - Not aware
2.83
operations. 2 - Barely aware
3 - Somewhat aware
How the electricity you use was produced. 2.97 4 - Quite aware
5 - Extremely aware
Energy efficient (or "green") building
technology.
2.98

The availability of energy efficient cars. 3.02

The origin of your food. 3.05

1.00 2.00 3.00 4.00 5.00

Mean

As shown above, students have very low awareness of Acadia’s environmental

organizations. The average student is only barely to somewhat aware. They also have
low knowledge of air pollution in the valley, Canada’s approach to climate change, and
how their electricity is produced, among other things.

Environment Survey Report, 2004 3

Things the Average Student have Some Knowledge about

The following is a list of items the average student had moderate awareness of. For all
items the average student ranged from being somewhat to quite aware of the following.

Level of Student Knowledge (2 of 3)

Global efforts to minimize climate change. 3.10

The availability of environmentally themed

3.11
courses at Acadia.

The environmental impact of the other (non-

food) products you purchase.
3.20
Frequency Scale
1 - Not aware
Renewable energy technology. 3.28
2 - Barely aware
3 - Somewhat aware
The availability of local organic and fair trade 4 - Quite aware
food products.
3.30
5 - Extremely aware

Enviro week at Acadia. 3.32

Energy efficient car technology. 3.33

The environmental impact of your food

3.35
choices.

1.00 2.00 3.00 4.00 5.00

Mean

Not surprisingly, students filling out the survey reported awareness of Enviro week at
Acadia. The also reported some awareness of environmentally themed courses at Acadia,
renewable energy technology, and the environmental impact of their purchasing choices.
Refer to the graph for an exhaustive list.

Environment Survey Report, 2004 4

Things the Average Student have More Knowledge of

The following are items of which students rated having the greatest awareness. Levels of
awareness ranged from being more than somewhat aware to extremely aware.

Level of Student Knowledge (3 of 3)

Global fresh water availability issues. 3.50

The Acadia/Wolfville Dump and Run. 3.53

Carbon dioxide levels in the atmosphere. 3.53

Frequency Scale
1 - Not aware
Global water contamination issues. 3.56 2 - Barely aware
3 - Somewhat aware
The public transportation system in the 4 - Quite aware
Wolfville area.
3.59
5 - Extremely aware

The environmental impact of your lifestyle. 3.64

The concept of environmental sustainability. 3.74

Climate change. 3.85

The concept of the earth having a carrying
capacity.
3.95
The differences in standard of living around the
world.
4.22

The recycling system available to you. 4.33

1.00 2.00 3.00 4.00 5.00

Mean

Students reported the greatest awareness of the recycling system available to them. This
suggests strength in Acadia recycling. Students also highly rated their knowledge on
global things, such as: the differences in standard of living around the world, the concept
of the earth having a carrying capacity, climate change, and the concept of
environmental sustainability. Refer to the graph for an exhaustive list.

As we can see, overall awareness for most items fell between the range of (3.0)
somewhat aware to (4.0) quite aware. Only for two items did average awareness exceed
4.00. Thus, the awareness (or knowledge) of the average student could stand
improvement on all almost all items from this survey.

Environment Survey Report, 2004 5

Students’ Awareness of Activities at Acadia

On the following items students’ had to choose whether or not they were aware, instead
of rating their level of awareness.

Percentage of Students Aware of Activities at

Acadia

Aware that Acadia students can major in 90.8%

Environmental Science. 5.8%

Aware that Acadia has the option of buying 39.8%

paper with recycled content. 53.9%

Aware that Acadia currently purchases 33.0%

paper with 0% recycled content. 63.6% Aware
Aware that Acadia's paper usage has Not Aware
increased since the implementation of the
30.1%
Acadia Advantage Program.
67.5%

Aware that Acadia has no environmental 16.5%

policy. 77.2%

Aware that the Acadia Students’ Union 13.1%

ratified an environmental policy in 2002. 82.0%

0.0% 20.0% 40.0% 60.0% 80.0% 100.0%

% of Students

The vast majority (91 %) reported being aware that students can major in environmental
science. However, the majority was unaware of the other five items.

Environment Survey Report, 2004 6

 Values
Items of Lower Value to Students

Students were asked how much they agreed with the following values. Questions marked
with an (R) are questions that appeared in reversed form on the survey. On average,
students agreed to all values, the following are values that agreed to the least strongly.
Scale: (1) strongly disagree, (2) disagree, (3) no opinion, (4) agree, (5) strongly agree.

Average Student Values (1 of 3)

The standard of living should be similar from

3.77
country to country.

Reducing the environmental impact of the food I

consume is important to me. (R)
3.91

I want to learn more about sustainability. 4.00

I am concerned about air pollution in the

4.05
Annapolis Valley. (R)

Minimization of paper use is important to me. 4.07

My occupation choice(s) can help or hinder the

4.12
environment.

Conserving electricity is important to me. (R) 4.13

Reducing the environmental impact of

transportation is important to me.
4.15

1.00 2.00 3.00 4.00 5.00

Disagree Agree
Mean

Values students were least likely to agree with were that the standard of living should be
similar from country to country, and that reducing the environmental impact of the food
they purchase is important to them. Notice that half the items on this list were of the
personal form “X is important to me”. This will be discussed further at the end of this
section.

Environment Survey Report, 2004 7

Items of Moderate Value to Students

The following are values that students rated of average or moderate importance.
Scale: (1) strongly disagree, (2) disagree, (3) no opinion, (4) agree, (5) strongly agree.

Average Student Values (2 of 3)

I am concerned about the impact of chemicals
(pesticides, food additives and contaminants) 4.20
on my health.
Acadia should minimize its environmental
impact, even if it costs extra money. (R)
4.20

Water conservation is important to me. 4.24

I am concerned about the welfare of future

4.26
generations in other countries.

I am concerned about global water quality

issues. (R)
4.27

I am concerned about the welfare of future

generations in Canada.
4.27

I am concerned about the standard of living in

developing countries.
4.33

I am concerned about the welfare of future

generations of my family.
4.37

1.00 2.00 3.00 4.00 5.00

Disagree Agree
Mean

Water and future generations are of moderate importance to the average student.

Environment Survey Report, 2004 8

Items of High Value to Students

The following are items students were most likely to agree with.
Scale: (1) strongly disagree, (2) disagree, (3) no opinion, (4) agree, (5) strongly agree.

Average Student Values (3 of 3)

Recycling is important to me. 4.52

Acadia students should be informed of Acadia

University’s financial decisions.
4.53

Recycling is important to me. (R) 4.54

Acadia needs a comprehensive environmental

policy. (R)
4.58

All people have a right to the basic necessities

of life.
4.66

Human health and well being depend on the

environment. (R)
4.70

Individuals can help the environment

regardless of their degree/background.
4.72

1.00 2.00 3.00 4.00 5.00

Disagree Agree
Mean

Students strongly agreed that recycling was important to them on two separate questions
(the reversed version served a statistical control). However, students most strongly agreed
that individuals can help the environment regardless of their degree/background, human
health and well being depend on the environment, and all people have a right to the basic
necessities of life.

It’s encouraging to see that the average student values the environment, and, on average,
agreed to all items. However, it would be even nicer to see students more strongly
agreeing with statements of the form “X is important to me”. Students were in strong
agreement that they could help the environment regardless of their degree or background,
however, many environmental values were not as important to them personally.

Environment Survey Report, 2004 9

 Actions
Actions the Average Student take Rarely

Students rated how often they engaged in the following activities, and the following are
activities which received low ratings. “Sometimes” was defined as approximately half the
time.

Frequency of Taking Certain Actions (1 of 3)

I participate as a member of an
1.85
environmental group.
Frequency Scale
1 - Never
2 - Rarely
3 - Sometimes
For long distances, I use public 4 - Often
2.47 5 - Always
transportation instead of driving. (R)

I keep up-to-date on environmental

2.48
issues at Acadia.

1.00 2.00 3.00 4.00 5.00

Mean

The average student never or rarely participates as a member of environmental groups.

They also rarely keep up-to-date on environmental issues and use public transportation
instead of driving.

Environment Survey Report, 2004 10

Actions the Average Student take Sometimes

The following are actions students reported doing sometimes, or a little more than 50% of
the time.

Frequency of Taking Certain Actions (2 of 3)

I eat more food than my body

3.10
requires.

Frequency Scale
I buy locally produced food. 3.10 1 - Never
2 - Rarely
3 - Sometimes
I buy food with minimal or recyclable 4 - Often
3.13 5 - Always
packaging.

I car-pool when I drive. 3.17

I keep up-to-date on global

3.26
environmental issues.

1.00 2.00 3.00 4.00 5.00

Mean

Basically, the average student is sometimes conscious of his/her purchasing, car-pools,

and keeps somewhat up-to-date on global environmental issues. They also tend to eat
more food than their body requires.

Environment Survey Report, 2004 11

Actions the Average Student take More Often

The following are actions students reported doing most often. Students ranged from
doing these activities the majority of the time to always doing these activities.

Frequency of Taking Certain Actions (3 of 3)

I minimize my paper use. 3.52

Frequency Scale
1 - Never
2 - Rarely
I make an effort to minimize my water 3 - Sometimes
3.52
use. 4 - Often
5 - Always

For short distances, I walk or bike

3.65
instead of driving. (R)

I make an effort to minimize my

3.68
electricity use.

I sort my waste. 4.34

1.00 2.00 3.00 4.00 5.00

Mean

Students always or often sort their waste. They also, more often than not, make an effort
to minimize electricity, water, and paper use. In addition, students walk or bike short
distances instead of driving.

It is encouraging to see that they average student is engaging in these environmentally

friendly activities more than half the time, but there is still plenty of room for
improvement. It would be nice if the average (mean) for other items were more similar to
the average for sorting waste. Since, currently, sorting waste is the only environmental
action that students reporting taking “often”.

Environment Survey Report, 2004 12

 Demographics

The following section shows the breakdown of the 206 students who completed the
survey.

Gender Breakdown

Gender Number of Participants Percentage of Total

Male 88 42.7%
Female 118 57.3%

This was a fairly representative sample, as there are more female than male students at
Acadia University in the first place.

Age Breakdown

Age Range Number of Participants Percentage of Total

16-18 25 12.1 %
19-20 67 32.5 %
21-22 71 34.5 %
23-24 26 12.6 %
25-34 14 6.8 %
35-44 1 0.5 %
45 and up 1 0.5 %

Again, this distribution of ages is approximately what you’d expect in the normal student
population.

Environment Survey Report, 2004 13

Years at Acadia

Years at Acadia Number of Participants Percentage of Total

1 67 32.5 %
2 33 16.0 %
3 37 18.0 %
4 45 21.8 %
5 19 9.2 %
6 or more 5 2.4 %

This shows that there may have been a bias towards students in upper years filling out
this survey. In a perfectly representative sample, there should have been more second and
third year students filling out the survey compared to the number of 4th year students.

Years of Education

Years of Education Number of Participants Percentage of Total

1 45 21.8 %
2 26 12.6 %
3 36 17.5 %
4 44 21.4 %
5 25 12.1 %
6 or more 18 8.7 %

Again, more upper year students filled out this survey they should have occurred in a
representative sample of the student population.

Environmentally themed Courses

How many environmentally themed Number of Percentage of

courses have you taken at Acadia? Participants Total
0 82 39.8 %
1 54 26.2 %
2 31 15.0 %
3 11 5.3 %
4 7 3.4 %
5 5 2.4 %
6 4 1.9 %
7 1 0.5 %
8 or more 7 3.4 %

The majority of students (56%) have taken no more than one environmentally themed
courses at Acadia. And only 17 % have taken more than 3 courses. The average student
has taken 0.9 (not even one) environmentally themed courses! Also, this sample had an
bias towards students in upper years, so the real figures are probably even lower!

Acadia students are not taking environmentally themed courses.

Environment Survey Report, 2004 14

Walking to School

Time it Takes to Number of Percentage of

Walk to School Participants Total
less than 5 minutes 31 15.0 %
5 minutes 14 6.8 %
10 minutes 27 13.1 %
15 minutes 22 10.7 %
20 minutes 3 1.5 %
more than 20 minutes 22 10.7 %
not off campus 5 2.4 %

82 students, almost 40% of the participants declined to answer this question. Those who
did showed that students from this survey walked a wide variety of distances to get to
school.

Cars

Do you Own a Car? Number of Participants Percentage of Total

Yes 37 18.0 %
No 146 70.9 %
Have access to one 23 11.2 %

Most students (71%) did not own a car.

Environment Survey Report, 2004 15

 Survey Impact
Students were asked about the impact they felt this survey had. The results are below:

This survey has educated me about Number of Percentage of

environmental issues. Participants Total
strongly disagree 11 5.3
disagree 29 14.1
no opinion 44 21.4
agree 114 55.3
strongly agree 7 3.4

The majority (59 %) agreed that this survey served as an educational tool, and less 1 in 5
(20 %) disagreed.

This survey has motivated me to do Number of Percentage of

more. Participants Total
strongly disagree 8 3.9
disagree 38 18.4
no opinion 62 30.1
agree 92 44.7
strongly agree 5 2.4

Almost have of the students (47%) agreed that this survey had motivated them to no
more. Only 22 % disagreed.

Thus, this survey was effective as both educational and motivational tool, though slightly
more-so as an educational one.

The majority of students were also interested in the results of this survey, but only 18 %
asked to be added to the mailing list (as shown in the charts below).

Would you like be informed of the Number of Percentage of

survey results? Participants Total
yes 115 55.8
no 73 35.4
uncertain 17 8.3

Would you like to be added to the mail Number of Percentage of

list of the Acadia Enviro student Participants Total
groups?
yes 38 18.4
no 144 69.9
uncertain 17 8.3

Environment Survey Report, 2004 16

 Linking Knowledge, Values, and Action
Certain items were asked about in each of the Knowledge, Values, and Action section.
The items included recycling, water use, electricity use, and the impact of purchased
food. Not surprisingly, the way in which subjects answered these questions were
correlated. In other words, those who rated high knowledge of their recycling system
were also more likely to value recycling and to frequently recycle. These significant
correlations between Knowledge, Values and Action held together for items related to
recycling, water use, electricity use, and purchased food. Items and R values from the
Pearson Correlations can be found in the tables below.

Pearson correlations, with R value presented. ** indicates significance at the 0.01 level
Recycling Value Action
Knowledge: The recycling system available to you. 0.23** 0.41**
Value: Recycling is important to me. 0.44**
Action: I sort my waste.

Water Use Value Action

Knowledge: Global fresh water availability issues. 0.21** 0.26**
Value: Water conservation is important to me. 0.46**
Action: I make an effort to minimize my water use.

Electricity Use Value Action

Knowledge: How the electricity you use was produced. 0.22** 0.25**
Value: Conserving electricity is important to me. 0.48**
Action: I make an effort to minimize my electricity use.

Food Choices Value Action

Knowledge: The environmental impact of your food choices. 0.30** 0.31**
Value: Reducing the environmental impact of the food I consume
is important to me. 0.21**
Action: I buy food with minimal or recyclable packaging.

In general, Values were more strongly correlated to Actions than Knowledge. Only for
food choices did this trend reverse. This suggests that instilling environmental values
may serve as a better route to action than environmental educational. Although, it is
important to remember that all three reinforce each other and environmental values are
often taught alongside with environmental education.

Ultimately, more environmental values and education at Acadia will lead to more
environmental action.

Environment Survey Report, 2004 17

 Those who have Taken Environmental Courses
The effect of taking environmentally themed courses was considered. It was found that
those who had taken more courses tended to have greater knowledge, higher values, and
took more action to help the environment. In particular, taking environmentally-themed
courses was highly related to environmental knowledge (25 of 33 items correlated),
moderately related to actions (7 of 13 items correlated), and somewhat related to values
(5 of 23 items correlated). For actual items and Pearson Correlations please refer to
Appendices A to C. The effect of age was also looked at, but the relationship between age
and environmental knowledge, values and actions was not very robust (these correlations
not included in the report).

Thus, environmentally themed courses are quite effective at increasing environmental

knowledge, and encouraging some environmental action, but generally did not
significantly change people’s values towards the environment. This may be related to the
fact that environmental values were already high for all participants.

The table below highlights those items most strongly correlated to number of
environmental courses taken (items with positive correlations of .30 or greater). Although
5 of 23 values correlated, the strongest correlation was only .19 (Appendix B).

Knowledge strongly correlated to # of Environmental Courses Pearson Correlation

The availability of environmentally themed courses at Acadia. 0.47**
Air pollution in the Annapolis Valley. 0.35**
Global fresh water availability issues. 0.35**
The concept of environmental sustainability. 0.34**
Climate change. 0.32**
Enviro week at Acadia. 0.32**
The concept of the earth having a carrying capacity. 0.31**
Government Canada’s approach to climate change. 0.30**

Actions strongly correlated to # of Environmental Courses Pearson Correlation

I keep up-to-date on environmental issues at Acadia. 0.49**
I participate as a member of an environmental group. 0.41**
I make an effort to minimize my water use. 0.33**
**Correlations significant at p < .01.

For all correlations, refer to Appendices A through C.

Environment Survey Report, 2004 18

 Taking Action
Measures of Action

Using factor analysis, two measures of action taking were constructed. The first I called
“Action Minimizing” included actions of minimizing paper, water and electricity use.
The second I called “Action Educating” included actions of staying up-to-date with
environmental issues (global and locally) and participating in environment groups. See
Appendix D for more detail on these variables.

Those taking Action

Those taking action (whether it be the form of minimizing impact or educating oneself)
reported greater knowledge and values towards environmental issues. In particular, those
taking minimizing action tend to have stronger values, and those who take educating
action tend to have more knowledge. Refer to Appendices E & F for all of the
correlations.

Action related to Knowledge (Appendix E)

For example, those taking minimizing action reported greater knowledge particularly in
the environmental impact of their food choices and lifestyle, and the origin of their food.
Those taking educating action reported greater knowledge in on all knowledge items
except “awareness that students can major in environmental science”, perhaps because
that item was already at ceiling. In particular, those that took greater action to educate
themselves reported greater knowledge of Acadia’s environmental organizations, the
concept of sustainability, Enviro week, and the availability of environmentally themed
courses at Acadia.

Action related to Values (Appendix F)

Taking action to minimize impact, and educate oneself was also correlated to all values
except: concern about the standard of living in developing countries, the opinion that all
people have a right to the basic necessities of life, and that students should be informed of
Acadia’s financial decisions. Those with minimizing impact actions were particularly
most likely to agree that: conserving water/ electricity, minimizing paper use, and
recycling was important to them. Those taking actions to educate themselves also tended
to agree on these items, and that reducing the environmental impact of transportation is
important to them.

In general, these results emphasize the positive correlations between the three areas of
environmental knowledge, values, and action.

Environment Survey Report, 2004 19

 Conclusions
Considering how students were recruited for participation in this survey, it is
expected that, if anything, the participants in this study were more environmentally
friendly, conscious, and knowledgeable than the average Acadia student. Many of the
participants were those already in an environmental group, friends of those in an
environmental group, or those that approached stations during the Enviro week. Thus, it
is not surprising that participants in this survey strongly endorsed the environmental
values. What is surprising is the low levels of reported knowledge and environmental
actions considering that these participants were probably better than average.
The suggestion here is that the average student is not aware and not taking
environmental actions, or, sorting waste is the extent to which most students take
environmental action. However, there is more students can be doing than just sorting
their waste, and perhaps increasing awareness is the best route to getting students
motivated to do more. Encouraging students to get involved with Acadia’s environmental
organizations, or enrolled in more environmentally themed courses would also be
valuable as knowledge, actions, and values grow together. These results have certainly
demonstrated the strong connectivity between knowledge, values, and actions.
As a final note, surveys, like the one used in this study, can be fun when kept
short and easy to fill out. This survey, however, appeared to serve as both an educational
and a motivation tool. Approximately half the participants agreed that the survey both
educated them, and motivated them to do more. And more than half the participants were
curious of the final result.

Environment Survey Report, 2004 20

 Appendices
Appendix A

Environmentally-themed Courses and Knowledge

(Pearson’s R-values, ** p < .01, * p < .05)

Pearson Correlation
The availability of environmentally themed courses at Acadia. 0.47**
Air pollution in the Annapolis Valley. 0.35**
Global fresh water availability issues. 0.35**
The concept of environmental sustainability. 0.34**
Climate change. 0.32**
Enviro week at Acadia. 0.32**
The concept of the earth having a carrying capacity. 0.31**
Government Canada’s approach to climate change. 0.30**
Aware that Acadia's paper usage has increased since the
implementation of the Acadia Advantage Program. 0.29**
Acadia’s student environmental organizations (STEP, AWARE, and
AES). 0.28**
The environmental impact of Acadia’s physical operations. 0.27**
Renewable energy technology. 0.25**
Global water contamination issues. 0.25**
The Acadia/Wolfville Dump and Run. 0.23**
Aware that Acadia currently purchases paper with 0% recycled content. 0.23**
Carbon dioxide levels in the atmosphere. 0.23**
Aware that the Acadia Students’ Union ratified an environmental policy
in 2002. 0.21**
How the electricity you use was produced. 0.21**
Global efforts to minimize climate change. 0.20**
The environmental impact of the other (non-food) products you
purchase. 0.18**
The origin of your food. 0.18**
Energy efficient car technology. 0.17*
Aware that Acadia has no environmental policy. 0.15*
The availability of local organic and fair trade food products. 0.15*
Energy efficient (or "green") building technology. 0.14*
The environmental impact of your lifestyle. 0.13
The environmental impact of your food choices. 0.12
The availability of energy efficient cars. 0.08
The differences in standard of living around the world. 0.05
The public transportation system in the Wolfville area. 0.04
Aware that Acadia has the option of buying paper with recycled content. 0.04
Aware that Acadia students can major in Environmental Science. 0.03
The recycling system available to you. 0.01

A significant positive correlation indicates that those who took more environmentally-
themed courses tended to score higher on this item than those who took fewer
environmentally-themed courses.

Environment Survey Report, 2004 21

Appendix B

Environmentally-themed Courses and Values

(Pearson’s R-values, ** p < .01, * p < .05)

Pearson Correlation
My occupation choice(s) can help or hinder the environment. 0.19**
Water conservation is important to me. 0.16*
Minimization of paper use is important to me. 0.16*
Acadia needs a comprehensive environmental policy. (R) 0.15*
All people have a right to the basic necessities of life. -0.15*
Recycling is important to me. 0.12
I want to learn more about sustainability. 0.11
Human health and well being depend on the environment. (R) 0.10
Conserving electricity is important to me. (R) 0.10
Acadia should minimize its environmental impact, even if it costs extra
money. (R) 0.09
I am concerned about air pollution in the Annapolis Valley. (R) 0.08
Recycling is important to me. (R) 0.08
I am concerned about the welfare of future generations in other
countries. 0.08
Acadia students should be informed of Acadia University’s financial
decisions. 0.08
I am concerned about the welfare of future generations in Canada. 0.07
Reducing the environmental impact of the food I consume is important
to me. (R) 0.06
The standard of living should be similar from country to country. -0.05
I am concerned about the standard of living in developing countries. -0.05
Reducing the environmental impact of transportation is important to me. 0.05
I am concerned about the welfare of future generations of my family. 0.04
I am concerned about the impact of chemicals (pesticides, food
additives and contaminants) on my health. 0.04
Individuals can help the environment regardless of their
degree/background. 0.03
I am concerned about global water quality issues. (R) 0.01

A significant positive correlation indicates that those who took more environmentally-
themed courses tended to score higher on this item than those who took fewer
environmentally-themed courses.

Environment Survey Report, 2004 22

Appendix C

Environmentally-themed Courses and Actions

(Pearson’s R-values, ** p < .01, * p < .05)

Pearson Correlation
I keep up-to-date on environmental issues at Acadia. 0.49**
I participate as a member of an environmental group. 0.41**
I make an effort to minimize my water use. 0.33**
I keep up-to-date on global environmental issues. 0.27**
I buy food with minimal or recyclable packaging. 0.27**
I make an effort to minimize my electricity use. 0.24**
I minimize my paper use. 0.20**
I car-pool when I drive. 0.13
I buy locally produced food. 0.10
I sort my waste. 0.10
For short distances, I walk or bike instead of driving. (R) -0.07
I eat more food than my body requires. 0.02
For long distances, I use public transportation instead of driving. (R) 0.02

A significant positive correlation indicates that those who took more environmentally-
themed courses tended to score higher on this item than those who took fewer
environmentally-themed courses.

Environment Survey Report, 2004 23

Appendix D

Scores on Action Minimizing were calculated by taking the means of:

Question Number Question
Action Question 2 I make an effort to minimize my water use.
Action Question 6 I make an effort to minimize my electricity use.
Action Question 10 I minimize my paper use.

Scores on Action Educating were calculated by taking the means of:

Question Number Question
Action Question 11 I keep up-to-date on global environmental issues.
Action Question 12 I keep up-to-date on environmental issues at Acadia.
Action Question 13 I participate as a member of an environmental group.

Data validation showed higher inter-item correlations and Chronbach’s Alphas were
greater than 0.70. What this means in lay terms is within a variable people likely to do
one activity were likely to do another, or there was a high correlation between
minimizing water use and minimizing electricity use.

Environment Survey Report, 2004 24

Appendix E

Correlations between those taking Action and Knowledge

Minimizing Educating
Knowledge of: (Action) (Action)
The environmental impact of your food choices. 0.40** 0.39**
The environmental impact of your lifestyle. 0.38** 0.32**
The origin of your food. 0.38** 0.36**
The environmental impact of the other (non-food) products you
purchase. 0.33** 0.38**
The environmental impact of Acadia’s physical operations. 0.30** 0.43**
Acadia’s student environmental organizations (STEP, AWARE,
and AES). 0.30** 0.56**
How the electricity you use was produced. 0.29** 0.46**
The concept of the earth having a carrying capacity. 0.28** 0.45**
The availability of local organic and fair trade food products. 0.27** 0.33**
Global fresh water availability issues. 0.26** 0.48**
Energy efficient (or "green") building technology. 0.26** 0.47**
Renewable energy technology. 0.26** 0.48**
Aware that Acadia currently purchases paper with 0% recycled
content. 0.25** 0.42**
Aware that Acadia's paper usage has increased since the
implementation of the Acadia Advantage Program. 0.24** 0.37**
Global water contamination issues. 0.24** 0.44**
Energy efficient car technology. 0.24** 0.38**
The concept of environmental sustainability. 0.23** 0.52**
Air pollution in the Annapolis Valley. 0.23** 0.34**
Climate change. 0.22** 0.42**
Enviro week at Acadia. 0.22** 0.50**
The recycling system available to you. 0.20** 0.19**
The public transportation system in the Wolfville area. 0.19** 0.23**
Aware that the Acadia Students’ Union ratified an environmental
policy in 2002. 0.18** 0.27**
The availability of energy efficient cars. 0.18** 0.32**
Government Canada’s approach to climate change. 0.18** 0.42**
The Acadia/Wolfville Dump and Run. 0.17* 0.19**
Carbon dioxide levels in the atmosphere. 0.17* 0.41**
Aware that Acadia has no environmental policy. 0.16* 0.35**
The availability of environmentally themed courses at Acadia. 0.15* 0.50**
Global efforts to minimize climate change. 0.13 0.38**
The differences in standard of living around the world. 0.10 0.20**
Aware that Acadia has the option of buying paper with recycled
content. 0.04 0.19**
Aware that Acadia students can major in Environmental Science. -0.01 0.12

High correlations indicate that those who take the specific action tend to have greater
knowledge in the area than those who don’t take the action. Not significant correlations
indicate no difference in knowledge for this item between people who take the action,
and those who do not.

Environment Survey Report, 2004 25

Appendix F

Correlations between those taking Action and Values

Minimizing Educating
Values (Action) (Action)
Minimization of paper use is important to me. 0.54** 0.36**
Conserving electricity is important to me. (R) 0.47** 0.22**
Water conservation is important to me. 0.47** 0.40**
Recycling is important to me. 0.41** 0.30**
I want to learn more about sustainability. 0.41** 0.31**
Recycling is important to me. (R) 0.40** 0.23**
Reducing the environmental impact of the food I consume is
important to me. (R) 0.37** 0.26**
I am concerned about air pollution in the Annapolis Valley. (R) 0.29** 0.20**
Acadia should minimize its environmental impact, even if it costs
extra money. (R) 0.29** 0.28**
Reducing the environmental impact of transportation is important
to me. 0.29** 0.33**
I am concerned about the welfare of future generations in other
countries. 0.27** 0.24**
Human health and well being depend on the environment. (R) 0.25** 0.23**
I am concerned about the impact of chemicals (pesticides, food
additives and contaminants) on my health. 0.25** 0.18*
My occupation choice(s) can help or hinder the environment. 0.24** 0.29**
I am concerned about global water quality issues. (R) 0.23** 0.20**
I am concerned about the welfare of future generations in
Canada. 0.22** 0.30**
Acadia needs a comprehensive environmental policy. (R) 0.22** 0.18*
Individuals can help the environment regardless of their
degree/background. 0.21** 0.15*
I am concerned about the welfare of future generations of my
family. 0.19** 0.20**
The standard of living should be similar from country to country. 0.15* 0.10*
I am concerned about the standard of living in developing
countries. 0.13 0.08
Acadia students should be informed of Acadia University’s
financial decisions. 0.06 0.09
All people have a right to the basic necessities of life. -0.01 0.06

High correlations indicate that those who take the specific action tend to have greater
values in the area than those who don’t take the action. Not significant correlations
indicate no difference in values for this item between people who take the action, and
those who do not.

Environment Survey Report, 2004 26

 Contact Information

This report was written in 2004 by Joshua Salmon and Jeremy Ewing for the Acadia
Environmental Society (AES). Please email any questions to Joshua.Salmon@gmail.com.

Environment Survey Report, 2004 27