| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 80.07 |
| Liaison | Lindsey Lyons |
| Submission Date | March 5, 2021 |
Dickinson College
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
Lindsey
Lyons Assistant Director Center for Sustainability Education |
Number of students enrolled for credit:
Total number of students served by a peer-to-peer sustainability outreach and education program:
Percentage of students served by a peer-to-peer sustainability outreach and education program:
Name of the student educators program (1st program):
A brief description of the student educators program (1st program):
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. The program provides trainings, funding, and resources to students that apply to the program. Each student then chooses a community to work with to improve sustainable living practices. A community can be defined as a residence hall, a sports team, a club/department/office or academic building. The idea is students that are passionate and connected to a community on campus will be able to have a greater influence and impact on others in that same community. Collectively, we have about 30 representatives each semester.
Eco-Reps works to educate their peers on topics such as composting, recycling, eating sustainably, conserving energy, electronic waste collection, our campus clothing exchange and bicycle cooperative, and how to live and operate more sustainably in their spaces.
A brief description of the student educators program’s target audience (1st program):
When applying, each Eco-Rep will select a community to serve. Examples could include a/an: residence hall/special interest house, varsity or club athletic team, fraternity/sorority, student organization, academic department, office, building, or center, etc. The Eco-Rep should be involved in the community they choose to serve.
All Eco-Reps are peer educators! Below are a few suggestions that will help you determine how you can serve various campus communities.
Eco-Reps Serving Campus Residential Spaces will:
1. Plan and host a sustainability-related event or campaign in your residential space.
2. Manage specialized recycling and compost bins in your residential space.
Eco-Reps Serving Clubs/Organizations will:
1. Work to make your organization’s events more sustainable.
2. Manage any composting and specialized recycling in your organization’s space.
Eco-Reps Serving Athletic Teams will:
1. Maintain plastic bag recycling bins within athletic facilities.
2. Work to make athletic facilities and operations more sustainable.
Eco-Reps Serving Academic Departments/Offices/Centers will:
1. Advocate sustainable practices within your professional/academic environment.
2. Serve as a liaison to your office, building or department for sustainability info and events.
Number of trained student educators (1st program):
Number of weeks the student educators program is active annually (1st program):
Average or expected number of hours worked weekly per trained student educator (1st program):
Total number of hours worked annually by trained student educators (1st program):
Website URL where information about the student educators program is available (1st program):
Name of the student educators program (2nd program):
A brief description of the student educators program (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.
A brief description of the student educators program’s target audience (2nd program):
The Handlebar was created by the Dickinson Community, for the Dickinson Community. The target audience for the program is members of the Dickinson community. The Center for Sustainability Education organizes training for the student educators that is coordinated by a paid student intern. That intern organizes professional training sessions and leadership opportunities for other students to volunteer in the shop. Those students then serve other students, faculty, staff and alumni too. The program does not target the local community, but instead partners with a community organization to fill that need.
Number of trained student educators (2nd program):
Number of weeks the student educators program is active annually (2nd program):
Average or expected number of hours worked weekly per trained student educator (2nd program):
Total number of hours worked annually by trained student educators (2nd program):
Website URL where information about the student educators program is available (2nd program):
Name of the student educators program (3rd program):
A brief description of the student educators program (3rd program):
A brief description of the student educators program’s target audience (3rd program):
Number of trained student educators (3rd program):
Number of weeks the student educators program is active annually (3rd program):
Average or expected number of hours worked weekly per trained student educator (3rd program):
Total number of hours worked annually by trained student educators (3rd program):
Website URL where information about the student educators program is available (3rd program):
A brief description of all other student peer-to-peer sustainability outreach and education programs:
Number of trained student educators (all other programs):
Number of weeks, on average, the student educators programs are active annually (all other programs):
Average or expected number of hours worked weekly per student educator (all other programs) :
Total number of hours worked annually by trained student educators (all other programs):
Grand total number of hours worked annually by trained student sustainability educators (all programs):
Hours worked annually by trained student sustainability educators per student served by a peer-to-peer program:
Website URL where information about the student sustainability educators programs is available:
Additional documentation to support the submission:
Data source(s) and notes about 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.
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 or simply email your inquiry to stars@aashe.org.