| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 73.13 |
| Liaison | Bridget Flynn |
| Submission Date | March 9, 2017 |
| Executive Letter | Download |
Oberlin College
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
Bridget
Flynn Sustainability Coordinator Office of Environmental Sustainability |
"---"
indicates that no data was submitted for this field
None
Does the institution coordinate one or more ongoing student, peer-to-peer sustainability outreach and education programs that meet the criteria for this credit?:
Yes
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Number of degree-seeking students enrolled at the institution:
2,983
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Name of the student educators program (1st program):
CDS Recyclers
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Number of students served (i.e. directly targeted) by the program (1st program):
2,363
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A brief description of the program, including examples of peer-to-peer outreach activities (1st program):
CDS Recyclers work to increase the sustainability of Oberlin's dining services. The group are paid students that work on pre-existing programs or initiate their own ideas. They produce an annual green guide for navigating campus and the dining halls, conduct food waste audits and composting food waste, and promote the reusable takeout container program as well as the promotion of usable mugs. The CDS Recyclers also work on the Go More Meatless campaign, which has included a all-student survey, creating posters, and tabling with their fellow diners. The CDS Recyclers will sit at tables to do outreach with students in regards to other programs, like optimizing composting and getting feedback on new, local meals.
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A brief description of how the student educators are selected (1st program):
Members of the CDS Recyclers apply for their jobs and interview with Michele Gross, Director of Dining and Business Operations.
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A brief description of the formal training that the student educators receive (1st program):
CDS Recyclers receive training in conducting waste audits. Most of their work is project based and they receive additional training and support depending on the projects they pursue. The group is supported by the other CDS Recyclers, the Resource Conservation Team (RCT), Campus Dining Services (CDS), Bon Apetit Management Company (BAMCO), and the Office of Environmental Sustainability.
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A brief description of the financial or other support the institution provides to the program (1st program):
CDS Recyclers are paid by the hour and work closely with Michele Gross, Director of Dining and Business Operations. At the weekly meetings, student workers may also get a free breakfast. Depending on the projects they pursue, their work is supported by staff and funding from Campus Dining Services and other departments.
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Name of the student educators program (2nd program):
Resource Conservation Team (RCT)
None
Number of students served (i.e. directly targeted) by the program (2nd program):
2,983
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A brief description of the program, including examples of peer-to-peer outreach activities (2nd program):
The Resource Conservation Team focuses on waste minimization and reuse on campus. This includes running the Free Store, which is a Goodwill-type store, housed in the basement of Asia House, where all items are free. Students, faculty/staff, and community members can donate and shop all free of charge. Additionally, the RCT runs the Big and Little Swap which are move-in and move-out "sales" with their fellow students. The RCT educates students on how to reduce waste, how to reuse, and how to recycle. The group implements multiple recycling programs (like the ink and toner cartridge recycling program), conducts waste audits of dorm waste (they conduct the audits in highly visible spaces to encourage folks passing by to ask questions and use this opportunity to educate them about waste), they run the dorm composting program where they equip dorm residents to compost, and they oversee the Johnson House Student Garden. The RCT also tables to educate and engage students about these various programs.
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A brief description of how the student educators are selected (2nd program):
Members of the Resource Conservation Team apply for their jobs and interview with the Director of Facilities, as well as with the other members of RCT.
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A brief description of the formal training that the student educators receive (2nd program):
Most of their work is project based and they receive training and support depending on the projects they pursue. The RCT works as a unit, but it also divided into subgroups on specific programs, like Free Store or Garden, and receive support from their groups. They also work with the Office of Environmental Sustainability in addition to Facilities Operations.
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A brief description of the financial or other support the institution provides to the program (2nd program):
Members of the Resource Conservation Team are paid by the hour and work closely with the Director of Facilities. Depending on the projects they pursue, their work is supported by staff and funding from Facilities Operations and other departments.
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Name of the student educators program (3rd program):
CLEAR (Center for Learning, Education, and Research in the Sciences)
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Number of students served (i.e. directly targeted) by the program (3rd program):
2,519
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A brief description of the program, including examples of peer-to-peer outreach activities (3rd program):
Part of CLEAR's missions is peer-to-peer education. CLEAR runs workshops with peer education components, as well as drop-in tutoring and OWLS peer mentoring.
- Akin to the Writing Center, the Quantitative Skills Drop-In Tutoring Center offers evening drop-in evening hours where peer tutors lend fellow students a hand with a variety of quantitative skills including math and software help across the curriculum. Located in the Science Library, room N176.
- OWLS (Oberlin Workshops and Learning Sessions): Experienced and trained peer-leaders run fun, hands-on evening workshops to strengthen student understanding of lecture content in a number of courses in math and the natural sciences.
Resource center for students and faculty interested in teaching, learning, or studying topics in the natural sciences or with Quantitative and Formal Reasoning (QFR) components;
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A brief description of how the student educators are selected (3rd program):
Students majoring in, or who have expressed interested in STEM, are selected and advance through an interview and training process with CLEAR Director, Marcelo Vinces.
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A brief description of the formal training that the student educators receive (3rd program):
The OWLS receive in-depth training led by CLEAR director in collaboration with experienced student leaders.
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A brief description of the financial or other support the institution provides to the program (3rd program):
Oberlin College was awarded a grant of $800,000 in 2012 by the Howard Hughes Medical Institute (HHMI) to support the natural sciences and strengthen student learning of math and quantitative skills to meet the demands of interdisciplinary research. With the grant, Oberlin established the Center for Learning, Education, and Research in the Sciences (CLEAR).
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Name(s) of the student educator program(s) (all other programs):
OES Interns, Writing Center
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Number of students served (i.e. directly targeted) by all other student educator programs:
2,983
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A brief description of the program(s), including examples of peer-to-peer outreach activities (all other programs):
Interns in the Office of Environmental Sustainability run various programs and events to educate other students about sustainability topics, issues, and current events.
Writing Center hosts workshops, drop-in tutoring, and more.
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A brief description of how the student educators are selected (all other programs):
OES Interns apply with credentials and questionnaire responses, get interviewed by OES staff, and are selected by best fit.
Writing Center students are typically English or Creative Writing majors, or students talented in English, recommended by faculty and selected by the Writing Center.
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A brief description of the formal training that the student educators receive (all other programs):
OES interns meet with the Sustainability Coordinator every week and are given one on one training and some professional development opportunities.
Writing Center students are trained in tutoring for all writing styles.
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A brief description of the financial or other support the institution provides to the program (all other programs):
The Office of Environmental Sustainability, as well as Facilities Operations support OES interns.
The Writing Center, the Department of Rhetoric and Composition, the College of Arts & Sciences, and the Mudd Library support the Writing Center.
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Total number of hours student educators are engaged in peer-to-peer sustainability outreach and education activities annually:
---
None
The website URL for the peer-to-peer student outreach and education program(s):
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Data source(s) and notes about the submission:
CDS Recyclers: http://www.oberlin.edu/cds/social/recyclers.html
RCT: http://new.oberlin.edu/office/facilities-operations/recycle/
CLEAR: http://new.oberlin.edu/office/clear/
OES Interns: Descriptions: http://new.oberlin.edu/office/environmental-sustainability/get-involved/jobs.dot Interns & Final Reports: http://new.oberlin.edu/office/environmental-sustainability/about/staff_listing.dot
Writing Center: http://new.oberlin.edu/arts-and-sciences/departments/rhetoric/writing-associates-program/writing-center.dot
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.