| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 56.92 |
| Liaison | Julien-Pierre Lacombe |
| Submission Date | Nov. 14, 2018 |
| Executive Letter | Download |
École de Technologie Supérieure
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
Julien-Pierre
Lacombe Mr Sustainable office |
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Number of students enrolled for credit (headcount):
10,752
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):
10,752
Percentage of students served by a peer-to-peer educator program:
100
1st Program
Green patrol
Number of students served (i.e. directly targeted) by the program (headcount):
10,752
A brief description of the program, including examples of peer-to-peer outreach activities:
A group of paid students who are offered various mandates related to education about sustainable development on the ÉTS campus. They are deployed to inform, educate and guide students, employees and visitors on sustainable development issues. Here are examples of the Green patrol mandates: awareness of residual material sorting, characterization of residual material, promotion of sustainable mobility, ambassadors at eco-friendly events (carbon neutrality, promotion of eco-friendly actions, awareness of residual material sorting), thematic events, etc.
A brief description of how the student educators are selected:
Students interested in joining the Green Patrol must attend an information session explaining how the Patrol works, the profiles of candidates sought and the requirements. Once the session is over, interested students express their interest and are added to the group.
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach:
For each mandate offered, specific training is offered to members of the Green Patrol before the start of the mandate. They are trained on the nature of the mandate and the objectives to be achieved. They sometimes have preparation to do before the mandate in the form of reading, watching videos, etc.
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):
An employee is dedicated to the aministration of the Green Patrol. Students members of the Green Patrol are paid at an hourly rate based on the duties of the mandate.
If reporting students served by additional peer-to-peer programs, provide:
2nd Program
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Number of students served (i.e. directly targeted) by the program (2nd program):
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A brief description of the program, including examples of peer-to-peer outreach activities (2nd program):
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A brief description of how the student educators are selected (2nd program):
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A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach (2nd 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) (2nd program):
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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:
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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.