| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 74.59 |
| Liaison | Chris Adam |
| Submission Date | Sept. 7, 2020 |
| Executive Letter | Download |
Dawson College
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
3.07 / 4.00 |
Chris
Adam Coordinator Sustainability Office |
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indicates that no data was submitted for this field
Number of students enrolled for credit (headcount):
10,675
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):
8,185
Percentage of students served by a peer-to-peer educator program:
76.67
1st Program
Sustainabili-TEAM
Number of students served (i.e. directly targeted) by the program (headcount):
8,185
A brief description of the program, including examples of peer-to-peer outreach activities:
Student volunteers are trained in the waste sorting and composting system at Dawson and both educate the Dawson student clientele with educational workshops in various high waste generating areas (cafeteria, lounge areas) on proper waste sorting, composting and are involved with individual waste bin audits on campus to showcase contents and suggest improved waste sorting behavior. These activities took place sporadically in past years but were implemented throughout the 2019-20 year during regular day- time schedule and during the evening. Student volunteers were also present during large outdoor events and indoor sporting events to guide fellow students waste sorting behavior. Evening student targeting is difficult in a large building with students coming specifically for certain classes and little time to participate in any extra-curricular activity. Penetration of this population with peer-to-peer programs is weak and needs to be reviewed in the future.
A brief description of how the student educators are selected:
Students are selected from the Sustainability Office volunteer coordinator. The office has a bank of volunteers that it selects from for daily volunteering with regards to sustainability on campus. We try to rotate as many volunteers as possible into learning opportunities.
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach:
Students are given an orientation to Sustainability at Dawson by the Sustainability Office volunteer coordinator and are asked what interests them. They fill out basic information needed for security and safety reasons and are given Living Campus T-shirts. A hat for outdoor work is given to all volunteers. Safety regulations within gardens or rooftops, representing the college, authority structure, opportunities for regular sustainability-related field trips and leadership activities are reviewed. A volunteer icon is prominent on the sustainability web site at all times and leads to a digital brochure explaining the volunteer program.
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):
The Sustainability Office has a full-time position that has, within its staffing job description, a coordination role for volunteers. This coordinator has a budget to develop educational field trips and any other items needed to support the volunteers (equipment, protective dress like gloves, honey bee suits, as well as first aid kits or entrance fees for museum visits.)
If reporting students served by additional peer-to-peer programs, provide:
2nd Program
Climate Action
Number of students served (i.e. directly targeted) by the program (2nd program):
10,675
A brief description of the program, including examples of peer-to-peer outreach activities (2nd program):
For ten days, students rallied the student body for the September Climate march in Montreal. It was one of the largest events in the world and Dawson students marched from the Campus to the main rally point. Students occupied a main lobby at Dawson for several days and produced approximately 100 signs and other visuals for the march and for the college internally. These signs were placed on display for all to see as they entered the main campus entrance. Students gave many local, regional and national media interviews and were giving strong and inspired comments to millions of viewers. College unions and administration supported the students by cancelling the day of classes. This campaign continued throughout the semester with a second march planned that was cancelled due to the COVID-19 situation in March, 2020. The students will, drive and ability to convey their desires to their peers has become a collective force in the college.
A brief description of how the student educators are selected (2nd program):
This project was led by the members of the student Green Earth Club and supported by the Sustainability Office and the Dawson Student Union. They were in contact with a provincial climate action group representing the students of Quebec. Representatives of this group were invited to the college and planned with the Dawson students.
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach (2nd program):
Main campaign leaders met with the director of the Sustainability Office to prepare for consistent messaging and debrief media events and filming being done that would best impact youth and policy makers. These students had to troubleshoot issues involving space, logistics, media, interpersonal issues, normal course responsibilities and more and they received as much support as could be provided. As the Green earth Club resides within the Dawson student Union activities, students also received advice from their student union.
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):
Any equipment the students need or filming budget to record the event was offered by the Sustainability Office and this continues with any student led Climate Action work.
If reporting students served by three or more peer-to-peer programs, provide:
3rd Program
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Number of students served (i.e. directly targeted) by the program (3rd program):
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A brief description of the program, including examples of peer-to-peer outreach activities (3rd program):
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A brief description of how the student educators are selected (3rd program):
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A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach (3rd program):
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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):
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Additional Programs
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Optional Fields
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The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
All media coverage of student led climate action https://www.dawsoncollege.qc.ca/sustainable/events/media-publications/
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.