|Submission Date||March 1, 2018|
EN-1: Student Educators Program
|4.00 / 4.00||
Center for Sustainability Education
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 Dickinson Eco-Reps program strives to create a community of leaders in sustainability who in turn work to empower others to make sustainable changes in their lives and in their communities through peer education, programming, and outreach. The program empowers Dickinsonians to represent and lead a community of their choice to become more sustainable and foster connections.
Examples of Peer-to-Peer Outreach Activities Include:
-Host events or campaigns for their communities related to semester themes.
-Manage plastic bag recycling, electronics recycling, and composting programs in their communities.
-Attend Eco-Reps meetings, Sustain IT workshops and events for self-improvement and to become a more successful community leader.
-Conduct Place Audits to ensure the understanding of sustainability in their community and for their constituents.
-Provide a connection between the Center for Sustainability Education (CSE) and the Dickinson College community, particularly during the campus-wide Energy Challenge.
A brief description of how the student educators are selected:
Students are selected from an online application that requests basic information regarding their reasons for wanting to become an Eco-Rep and any previous experience and ideas they may have relating to sustainability or peer education. Potential Eco-Reps participate in group interviews as part of the selection process. Selections are made by staff and student interns of the Center for Sustainability Education. All selected Eco-Reps must participate in a mandatory 5-hour training offered at the start of each semester. Experienced Eco-Reps participate in a 3-hour refresher training focused on the theme of the semester.
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach:
A five-hour training session is required for all new Eco-Reps at the start of each semester. Returning Eco-Reps attend the second half of the training (3 hours) where new material for the upcoming semester is presented. The Eco-Reps Coordinator (student intern) and the Assistant Director of the Center for Sustainability Education conduct the training, oftentimes bringing in topic experts or panelists. All Eco-Reps are provided with a manual that includes all policies and program procedures. During the training session, Eco-Reps are provided an overview of their responsibilities, general knowledge about sustainability programs at Dickinson, and programs they are required to manage. They also have time to network and begin planning their programs for the semester. Training is also provided throughout the semester and is administered at the Eco-Reps mandatory meetings.
The Center for Sustainability Education hosts the Sustain IT Workshop series to provide continuing education opportunities to Eco-Reps. This series is designed to create action on an issue of concern through education, networking, and prioritization. Students, faculty and staff participate to learn, discuss current practices and ideas for improvement, and then identify action items that can create positive change towards a more sustainable campus. Eco-Reps are encouraged to attend, but all are welcome.
Previous themes have included waste minimization, composting, water conservation, green crochet, Dickinson's Energy Dashboard, energy conservation, plastic bag recycling, candle-making, Green Devil Certification, social justice, biking and creating action.
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 Eco-Reps Program is fully supported and administered by the Center for Sustainability Education (CSE). Each Eco-Rep receives a $25/semester program planning budget that they can use independently or pooled together with other Eco-Reps. CSE pays one student intern as the Eco-Rep Coordinator for the program at an hourly rate for 10 hours/week for 14 weeks/semester. A full-time summer intern (40 hours/week x 12 weeks) contributes a portion of their time to preparing the program for the upcoming year. Additionally, the CSE Assistant Director provides time and technical assistance to the program.
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):
The Handlebar is an on-campus teaching bicycle co-operative that was created by Dickinson students and staff for the Dickinson community. The Handlebar serves members of the Dickinson College community, aiming to increase bicycle use and bike-related knowledge on campus. The co-op believes in equitable access, affordability, and a strong sense of community. Student interns manage the shop and provide educational opportunity to peer volunteers and shop users. The Handlebar possess an educational model for all repairs, and depends 100% on peer to peer outreach and education for its success. The Handlebar increases social and environmental consciousness through hands-on learning, networking, and teaching. The reuse (Handlebar Swap Shop) and recycle (Green Bikes Program) practices also support the College’s commitment to sustainability. Education activities include volunteer training, bicycle repair workshops, community education and outreach, bike safety education programs and resources, and awareness events hosted throughout the year. An average of ~275 users per semester visit The Handlebar.
A brief description of how the student educators are selected (2nd program):
The Center for Sustainability Education (CSE) hires and pays two student interns that focus on Biking @ Dickinson programs. These students are selected through a rigorous written application and interview process. Selections are made by CSE professional staff. These student interns work together in the management of The Handlebar and the selection of the student educators that serve as volunteers in The Handlebar. Student Handlebar educators/volunteers are selected from those that attend volunteer training and complete an orientation program. Outreach for these training sessions is conducted via all campus announcement systems and social media.
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach (2nd program):
The volunteer training and orientation is a three hour workshop that includes learning the the vision and mission of the co-op, parts of a bike, how to repair bikes, how to share these skills with others, and how operations in the shop work. Other workshops are a la carte on more specific topics and generally last one hour. These programs include biking in the community, bike safety, and bike repair basics like fixing a flat. These students participate in as-needed volunteer meetings and are updated with information by e-mail and on the Biking @ Dickinson blog. New volunteers complete the full training, and experienced volunteers participate in continuing education training programs offered through the Center for Sustainability Education.
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 Handlebar Bicycle Co-Op is supported and administered by the Center for Sustainability Education (CSE). CSE pays two student interns for Biking@Dickinson to coordinate the program. We have been committed to this program since 2012. CSE also supports the projects with operating funds, contracted service payments for bike repairs, and professional development for staff and interns related to biking. Additionally, the CSE Sustainability Projects Coordinator provides time and technical assistance to 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):
A brief description of how the student educators are selected (3rd program):
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach (3rd 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) (3rd program):
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:
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:
Students are critical partners in advancing sustainability at Dickinson and have been a driving force behind many of the College’s sustainability initiatives. Dickinson College encourages student sustainability project ideas, organizational activities, and hands-on involvement through workshops, institutional funding, and advising to promote our living laboratory model. Students are encouraged to get involved from orientation onward. Peer education is a primary strategy for this work at Dickinson.
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.