| Overall Rating | Silver |
|---|---|
| Overall Score | 59.21 |
| Liaison | Elaine Durr |
| Submission Date | Feb. 11, 2022 |
Elon University
AC-8: Campus as a Living Laboratory
| Status | Score | Responsible Party |
|---|---|---|
|
3.20 / 4.00 |
Elaine
Durr Senior Director of Sustainability Office of Sustainability |
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Campus Engagement
Yes
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Campus Engagement:
In the course Eco-Art, students create art installations around campus to engage the campus community on a variety of sustainability-related issues, such as food waste, air and water pollution, endangered species, climate change impacts, and energy issues. Projects occur in greenhouses, in campus buildings, and at the weekly college coffee gathering, among other spaces.
Public Engagement
Yes
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Public Engagement:
In the Environmental Studies Senior Seminar course student groups work with community partners on projects connected to sustainability. Three examples are:
-One group worked with a nearby municipality to provide support and recommendations for the illicit discharge detection and elimination program.
-One group researched and developed educational signage for a mixed-use development in a nearby municipality that addressed the development's history and value of creek restoration.
-One group was partnered with Iowa-based Seed Savers Exchange to participate in the RENEW program. This program is focused on regenerating heritage seed varieties that are at risk of extinction or cultural loss through intensive, scientifically-based seed growing and saving. The student group was involved with the growth process of the crop at Elon (collard greens) and helped plant, maintain and ultimately save seed following best practices in the industry. They also helped to place this variety in historical and cultural context within the Southern region and at Elon itself by helping students, faculty and the wider community engage with this crop through taste-testing events, social media posts and process documentation.
-One group worked with a nearby municipality to provide support and recommendations for the illicit discharge detection and elimination program.
-One group researched and developed educational signage for a mixed-use development in a nearby municipality that addressed the development's history and value of creek restoration.
-One group was partnered with Iowa-based Seed Savers Exchange to participate in the RENEW program. This program is focused on regenerating heritage seed varieties that are at risk of extinction or cultural loss through intensive, scientifically-based seed growing and saving. The student group was involved with the growth process of the crop at Elon (collard greens) and helped plant, maintain and ultimately save seed following best practices in the industry. They also helped to place this variety in historical and cultural context within the Southern region and at Elon itself by helping students, faculty and the wider community engage with this crop through taste-testing events, social media posts and process documentation.
Air & Climate
Yes
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Air & Climate:
In an Environmental Economics course, a student group researched carbon offset strategies for the university's study abroad travel.
Buildings
No
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Buildings:
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Energy
No
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Energy:
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Food & Dining
Yes
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Food & Dining:
In an Environmental Economics course a student group researched the Fair Trade University designation to make recommendations that would facilitate Elon earning the designation.
Grounds
Yes
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Grounds:
In a Wildlife Ecology course students did a semester long study on how different small mammals use the natural areas of campus (focusing on two primary areas). The information was used 1) to practice skills used in conservation biology (e.g., mark-recapture), 2) for data analysis and visualization skills, and 3) to discuss ways that we can integrate more wildlife friendly spaces into human dominated environments.
In a Diversity of Life course students did a series of surveys around campus to study lichen abundance and pollinator abundance across the entire campus. This data was used to support data analysis and visualization skills and also to discuss how and why we measure biodiversity and how different land uses (like native vs. non-native ornamental plants) affect biodiversity.
In a Diversity of Life course students did a series of surveys around campus to study lichen abundance and pollinator abundance across the entire campus. This data was used to support data analysis and visualization skills and also to discuss how and why we measure biodiversity and how different land uses (like native vs. non-native ornamental plants) affect biodiversity.
Purchasing
No
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Purchasing:
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Transportation
Yes
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Transportation:
A student group in an Environmental Economics course researched walking habits on campus to make recommendations to incentivize walking (and less driving) on campus.
Waste
Yes
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Waste:
In an Introduction to GIS course, a group of students mapped waste bin (recycle, compost and landfill) locations in the Global Neighborhood, which consists of residence halls and a dining hall. This was done in an effort to record how many of each type of bin are placed in particular buildings.
Water
Yes
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Water:
In the Engineering Senior Capstone course students developed floating constructed wetlands and water-quality sensors in a stormwater drainage retention pond on campus. This was the launch of an ongoing water research project.
Coordination & Planning
No
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Coordination & Planning:
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Diversity & Affordability
No
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Diversity & Affordability:
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Investment & Finance
No
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Investment & Finance:
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Wellbeing & Work
No
A brief description of the projects and how they contribute to understanding or advancing sustainability in relation to Wellbeing & Work:
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Optional Fields
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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.