|Overall Rating||Platinum - expired|
|Submission Date||Feb. 7, 2017|
Colorado State University
EN-7: Employee Educators Program
|3.00 / 3.00||
Campus Energy Coordinator
Total number of employees (staff + faculty, headcount):
Number of employees served (i.e. directly targeted) by a peer-to-peer sustainability outreach and education program (avoid double-counting):
Percentage of employees served by a peer-to-peer educator program:
Name of the employee educators program:
Number of employees served (i.e. directly targeted) by the program (headcount):
A brief description of the program, including examples of peer-to-peer outreach activities:
Building Proctor Training: The CSU Building Proctor Training is a four-tier training program. Building Proctors are expected to attend but any employee can participate in the name of campus preparedness. Presentations given in each tier are usually given by fellow Building Proctors and other CSU staff members. The Building Proctor system is peer-to-peer with at least one building proctor for each building on campus. Sustainability specific training is offered in Tier 3.
One example of outreach activities is Building Energy Challenges open to any employee to get involved and to initiate. The Campus Energy Coordinator encourages any individual employee or Building Proctor (through the Tier 3 Training course) to get involved in energy, water and resource conservation efforts. A Building Energy Challenge or establishing a Green Team is tailored to each individual building or group at time of implementation and designed and delivered as peer-to-peer by the Building Proctor or building Green Team, assisted and supported by the Campus Energy Coordinator.
A brief description of how the employee educators are selected:
The CSU Campus Energy Coordinator works with CSU Building Proctors to develop engagement (outreach and education) programs as well as training for Building Proctors to work with faculty, staff, and student staff to encourage/enable energy, water, and resource conservation at CSU. Building Proctors are a resource to the entire campus for energy/resource conservation and other sustainability practices.
A brief description of the formal training that the employee educators receive to prepare them to conduct peer outreach:
Training includes both in-person and online resources such as: Ideas to Save Electricity; Faces of Conservation; A Proctor's Case for Conservation; and Computer Power Management strategies.
• The Campus Energy Coordinator implements various building energy challenges. The focus of these challenges have been on reducing electricity (electricity is our single largest contributor to GHG emissions – thus, reducing electricity consumption will help us reduce our emissions). These energy challenges are ongoing so Building Proctors or other self-organized groups within buildings (i.e. Green Teams) can join in at any point in time.
o Some buildings have asked occupants to take a pledge to reduce energy use (or other types of sustainability-related actions)
o In each building the Campus Energy Coordinator works with the Building Proctor to distribute monthly email updates / encouragement / tips / etc.
• The Campus Energy Coordinator is also responsible for training sessions/information sharing at: University New Employee Orientation, Facilities Management New Employee Orientation, Tier 3 Building Proctor Training (our Building Proctors go through 4 tiers of training), as well as department staff meetings, lunch-n-learn programs, and on campus professional development sessions.
A brief description of the financial and/or administrative support the institution provides to the program (e.g. annual budget and/or paid faculty/staff coordination):
Financial support is apparent through funding for the Campus Energy Coordinator position as well as from Facilities Management funding to support training and program development.
Name of the employee educators program (2nd program):
Number of employees served (i.e. directly targeted) by the program (headcount) (2nd program):
A brief description of the program, including examples of peer-to-peer outreach activities (2nd program):
The Green Cleaning Certification Training Program includes the use of environmentally friendly cleaning chemicals, as well as energy and water conservation techniques. Staff members who receive certification mentor and coach new staff, their direct reports, and student employees in the green cleaning program and techniques.
A brief description of how the employee educators are selected (2nd program):
Housing & Dining Services offers Green Cleaning Certification to Environmental Technicians within the residence halls and university apartments. Staff can volunteer for training or may be asked to complete training as part of LEED for Existing Buildings Operations and Maintenance certification processes.
A brief description of the formal training that the employee educators receive to prepare them to conduct peer outreach (2nd program):
Employees go through a Green Cleaning Certification workshop and must pass a test before receiving certification. Once certified, staff are then responsible for implementing practices in the field and mentoring/guiding their direct reports and student staff to implement the system.
A brief description of the financial and/or administrative support the institution provides to the program (e.g. annual budget and/or paid faculty/staff coordination) (2nd program):
Housing & Dining Services provides financial funding for both the Green Cleaning Certification workshop as well as green cleaning supplies for staff (e-clothes and approved cleaning supplies).
A brief description of all other employee peer-to-peer sustainability outreach and education programs, including the number of employees served and how employee educators are selected, trained, and supported by the institution:
Total number of hours employee educators are engaged in peer-to-peer sustainability outreach and education activities annually:
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.