| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 70.05 |
| Liaison | Lisa Kilgore |
| Submission Date | March 22, 2016 |
| Executive Letter | Download |
Cornell University
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
1.94 / 4.00 |
Erin
Moore Sustainability Engagement Manager Energy & Sustainability |
Does the institution coordinate one or more ongoing student, peer-to-peer sustainability outreach and education programs that meet the criteria for this credit?:
Number of degree-seeking students enrolled at the institution:
Name of the student educators program (1st program):
Number of students served (i.e. directly targeted) by the program (1st program):
A brief description of the program, including examples of peer-to-peer outreach activities (1st program):
The EcoRep Program is a course taught each semester that focuses on the freshman residence halls titled "Leadership for Campus Sustainability" co-taught by Professor Jane Mt. Pleasant, and staff members Erin Moore (Campus Sustainability Office) and Amy Kohut (Cornell Team and Leadership Center). Any student can take the course for both semesters. The course description follows: "This course uses engaged learning approaches to develop leadership and peer education skills while improving campus sustainability through educating students in campus residential facilities. You will learn how to plan, coordinate, and implement sustainability education activities in collaboration with residence hall staff. You will work with others students in and outside the class in developing your competencies in persuasion, education and social marketing."
A brief description of how the student educators are selected (1st program):
The EcoRep program includes both returning and new students. Recruitment began with a variety of general-interest orientation events as well as events targeted for students interested in sustainability. Information was provided about the EcoRep program and the application process was explained. In addition to attending events, Residence Hall Directors and Resident Advisors encouraged their residents to apply. Interested students completed an online application where they provided an overview of their interest in sustainability as well as experiences with planning events and leadership.
A brief description of the formal training that the student educators receive (1st program):
The course meets once a week throughout the fall and spring semesters and begins with a weekend long leadership training and sustainability orientation session. Class time each week is divided between introductions to three sustainability themes, introductions to social marketing strategies and behavior change strategies, and in-class project planning. Food, composting and recycling, and water are the themes in the Spring semester while energy, transportation, and purchasing are covered in the Fall semester.
A brief description of the financial or other support the institution provides to the program (1st program):
A faculty member from the College of Agriculture and Life Sciences oversees the course. The Campus Sustainability Office and the Office of Residential Programs fund leadership development trainings.
The EcoReps program also provides EcoReps with access to a $1000/semester fund to purchase any supplies needed to run programs with students. Both offices also provide computer and print support to help advertise the programs run by the EcoReps.
Name of the student educators program (2nd program):
Number of students served (i.e. directly targeted) by the program (2nd program):
A brief description of the program, including examples of peer-to-peer outreach activities (2nd program):
EcoRep Orientation Team volunteers lead the effort to educate all incoming freshman about composting and recycling during New Student Orientation. These volunteers monitor composting and recycling stations at events and educate their peers about recycling and composting at each site.
A brief description of how the student educators are selected (2nd program):
EcoRep Orientation Volunteers were recruited during the summer through email announcements and presentations to club leaders. Most members were already involved in sustainability activities on campus and volunteered for this additional responsibility.
A brief description of the formal training that the student educators receive (2nd program):
EcoRep Orientation members received a one-hour training on composting and recycling at events. The student Sustainability Coordinator (employed by the Campus Sustainability Office) ran the training session.
A brief description of the financial or other support the institution provides to the program (2nd program):
EcoRep Orientation program was developed and managed by a paid student intern in the Campus Sustainability Office with resources provided for communication materials and website development. Composting and recycling bins were provided byCayuga Compost and R5 Operations.
Name of the student educators program (3rd program):
Number of students served (i.e. directly targeted) by the program (3rd program):
A brief description of the program, including examples of peer-to-peer outreach activities (3rd program):
Student operated organic farm offers tours to agriculture classes in the College of Agriculture and Life Sciences, sells produce to the cooperative residences on campus, holds yoga classes for students on the farm, recruit farm managers and workers, provides an on-campus farm stand and offers produce shares to students. Offers tours, events, and classes on land supplied by the university since 1996.
A brief description of how the student educators are selected (3rd program):
The farm managers are in paid positions under the supervision of a professor and can register for an agricultural practicum course as Teaching Assistants. The farm managers go through a competitive application process every spring. The Outreach and Education section of the farm makes use of managers, volunteers, and student researchers as appropriate and are under the supervision of professional staff.
A brief description of the formal training that the student educators receive (3rd program):
The farm hosts regular work parties where volunteers learn about sustainable agricultural practices. Student researchers help with daily operations through 2-4 hours of work in the fields a week and propose and apply to conduct research projects. There is a faculty, staff and student advisory board that creates policy and provides continuity of knowledge and operations. A professional organic coordinator is employed by the farm and there are four faculty/staff board members. The steering committee and farm managers receive independent study credit as they do hands-on learning and management.
A brief description of the financial or other support the institution provides to the program (3rd program):
Student managers are in paid positions, the university provides and land and facilities to operate the farm, the organic coordinator is a full time university position, and numerous faculty and staff support the operations and make use of the farm for instruction and research. The farm is housed under the Cornell University Agricultural Experiment Station and engages a number of Cooperative Extension specialists and volunteers as well.
Name(s) of the student educator program(s) (all other programs):
Number of students served (i.e. directly targeted) by all other student educator programs:
A brief description of the program(s), including examples of peer-to-peer outreach activities (all other programs):
The largest concentration of student project teams is in the College of Engineering http://blogs.cornell.edu/teams/ where these teams recruit students from all undergraduate colleges and engage in supplying water to under-served communities around the world (Agua Clara), participate in the international Solar Car Competition, as architects compete in the national sustainable architecture design group, in every case developing business and management plans as well as interacting with other universities and with community groups around the world.
A brief description of how the student educators are selected (all other programs):
Students apply and are selected as volunteers with requisite interest, experience, and/or skills in particular project areas. There is central coordination of team participation and students are regularly referred and nominated by academic advisors and peers.
A brief description of the formal training that the student educators receive (all other programs):
Each project team has a faculty sponsor and is coordinated through the relevant college and served by operations staff. The main learning is from student to student in models that sustain the projects over multiple years and through long project cycles. Students enter the teams as volunteers and move up through the ranks of responsibility and expertise over multi-year involvement. Graduate student experts are also regularly involved with the student project teams.
A brief description of the financial or other support the institution provides to the program (all other programs):
The university provides materials and travel funds and support through staff and faculty advisors as well as the facilities and labs in which to conduct the technical activities of the student project teams.
Total number of hours student educators are engaged in peer-to-peer sustainability outreach and education activities annually:
The website URL for the peer-to-peer student outreach and education program(s):
Data source(s) and notes about 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 or simply email your inquiry to stars@aashe.org.