|Submission Date||March 1, 2018|
EN-1: Student Educators Program
|4.00 / 4.00||
Director, Campus Sustainability Office
FS - Energy & Sustainability
Number of students enrolled for credit (headcount):
Total number of students enrolled for credit that are served (i.e. directly targeted) by a student peer-to-peer sustainability outreach and education program (avoid double-counting to the extent feasible):
Percentage of students served by a peer-to-peer educator program:
Name of the student educators program:
Number of students served (i.e. directly targeted) by the program (headcount):
A brief description of the program, including examples of peer-to-peer outreach activities:
The ALS 2000: Leadership for Sustainability Program is a course taught each semester that focuses on developing climate solutions for first-year and upperlevel residential communities. The course is co-taught by Professor Jane Mt. Pleasant, Professor Mike Hoffman, and staff members Sarah Brylinsky, Kimberly Anderson (Campus Sustainability Office), Karel Hilversum, Marcus Brooks (Cornell Team and Leadership Center). Any student can take the course for one semester. 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."
In Spring 2017, 12 students completed six projects which impacted approximately 2500 students.
A brief description of how the student educators are selected:
The ALS 2000 program includes both returning and new students. Recruitment began with a variety of general-interest orientation events as well as events and outreach targeted for students interested in sustainability. Information was provided about the ALS 2000 program and the course enrollment process was explained. In addition to attending events, Residence Hall Directors and Resident Advisors promoted the course and encouraged residents to apply.
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach:
The course meets once a week throughout the fall and spring semesters, and begins with a one-hour leadership training and sustainability orientation session. Class time each week is divided between introductions to three sustainability themes, introduction to social marketing strategies, introduction to behavior change strategies, and in-class project planning. Climate change, energy usage, and transportation are topics in the Spring semester; Food, waste management (composting and recycling), purchasing, and water reduction are the themes in the Fall semester.
A brief description of the financial and/or administrative support the institution provides to the program (e.g. annual budget and/or faculty/staff coordination):
Two faculty members from the College of Agriculture and Life Sciences oversee the course. The Campus Sustainability Office and the Office of Residential and New Student Programs fund leadership development trainings.
The ALS 2000 program also provides student leaders 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 student leaders.
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 volunteers lead the effort to educate all incoming first-year students and transfer students 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. The Campus Sustainability Office also partnered with the Office of Residential and New Student Programs (Orientation) to add the EcoRep Orientation Team volunteer role on their Orientation Leader application form. Many 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 to prepare them to conduct peer outreach (2nd program):
EcoRep Orientation volunteers receive a one-hour training on how to encourage proper 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 and/or administrative support the institution provides to the program (e.g. annual budget and/or faculty/staff coordination) (2nd program):
The 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 by Cayuga Compost and R5 Operations. The Orientation Office also supported the recruitment and organization of the program.
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, recruits 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 to prepare them to conduct peer outreach (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 and/or administrative support the institution provides to the program (e.g. annual budget and/or faculty/staff coordination) (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.
A brief description of all other student peer-to-peer sustainability outreach and education programs, including the number of students served and how student educators are selected, trained, and supported by the institution:
Anabel's Grocery is "For students, by students," and it's grocery store and programming opportunities are open and accessible to all 23,016 students on campus. Students can apply to join the Anabel's Grocery leadership team by sending an application and resume to the Director of HR (student). students can also volunteer by signing up through their website. Leaders and volunteers receive ample training on-site. Anabel's provides nutritious, affordable food for all Cornell students through a student-run grocery store and offers educational programs that create a fun, inclusive empowering community around quality food, food choices, wellness, and positive social change. Anabel's Grocery was created and designed by students with the support of Cornell staff and faculty for over 2 years. Anabel's is supported by the Center for Transformative Action; it's housed in an on-campus building; an academic course supports its development through research. Anabel's provides free, quality, perishable food for students over academic breaks (e.g. Fall Break, Thanksgiving Break, February Break). https://www.facebook.com/anabelsgrocery/
The Cornell Environmental Collaborative (ECO) is a student-run organization that is by-line funded through the Student Assembly. ECO serves as the umbrella organization for the 40+ sustainability student organizations on campus. The Campus Sustainability Office employs an ECO/CSO student intern tasked with supporting ECO and assisting in the coordination of weekly outreach, peer education programs, integrating initiatives with other student orgs, and hosting campus-wide events jointly developed and implemented by ECO/CSO, including ECOfest (sustainability student org club fair during New Student Orientation), Annual Student Summit, ECOuture, SpringFest, and the Sustainability Student Leaders Recognition Event. ECO and the CSO developed an MOU for the student intern position; and the Sustainability Engagement Manager supervises the ECO/CSO Coordinator intern. ECO's peer education work impacts roughly 500 additional students (avoiding double counting).
Greeks Go Green (GGG) is a student-run organization that integrates sustainability education into the greek community (4500+ students). Greeks Go Green teamed up with the Campus Sustainability Office (CSO) starting in Fall 2017 to better coordinate initiatives. The CSO hired a greek-focused student intern "Sustainability Coordinator," who sits on the GGG e-board and ensures collaboration, access to resources, and training needs are met. GGG and CSO partnered on a "Sustainability Leadership Opportunities for Greek Life" presentation in September 2107, and focused on building the network of "Sustainability Chairs" within each Greek chapter on campus. Sustainability Chairs are tasked with regular outreach to their chapters (weekly/biweekly), and ensure consistently delivery of education, signage, and engagement across the greek system.
The largest concentration of student project teams is in the College of Engineering (http://blogs.cornell.edu/teams/) where teams recruit students from all undergraduate colleges. Projects include (but are not limited to) engaging in supplying water to under-served communities around the world (Agua Clara) and participating in the international Solar Car Competition. Architecture students compete in the national sustainable architecture design group. In every case, students develop business and management plans as well as interact with other universities and community groups around the world.
Total number of hours student educators are engaged in peer-to-peer sustainability outreach and education activities annually (all programs):
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.
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.