| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 70.76 |
| Liaison | Richard Johnson |
| Submission Date | Oct. 13, 2017 |
| Executive Letter | Download |
Rice University
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
2.33 / 4.00 |
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indicates that no data was submitted for this field
Number of students enrolled for credit (headcount):
6,719
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):
3,910
Percentage of students served by a peer-to-peer educator program:
58.19
1st Program
EcoRep Program
Number of students served (i.e. directly targeted) by the program (headcount):
3,910
A brief description of the program, including examples of peer-to-peer outreach activities:
The department of Facilities Engineering and Planning, as well as Rice’s Housing and Dining services, first launched the EcoRep Program in 2006. The program is comprised of approximately 11 undergraduate students, one from each of Rice's 11 residential colleges. The EcoReps are expected to work on projects and undertake efforts that reduce utility consumption, improve recycling, increase environmental awareness, and otherwise advance the environmental performance of their respective colleges. A key outreach activity each year is the Green Dorm Initiative, a campus-wide event to promote sustainable living within the residential colleges. Each EcoRep is expected to actively lead this program at his/her residential college. In addition, EcoReps are expected to apply for "green funds" from Housing and Dining for environmental-related improvements and initiatives for their colleges. Overall, each EcoRep devotes about 2-3 hours per week to the position. They are employees of Rice's sustainability director.
A brief description of how the student educators are selected:
EcoReps are selected through an application process and chosen by the Director of Sustainability. There is typically one EcoRep for each of the 11 residential colleges; however, in certain circumstances, there can be two selected EcoReps. There is also usually a separate head EcoRep.
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach:
EcoReps are introduced to key staff members in Housing & Dining (H&D) with whom they will work, as well as Rice's Director of Sustainability. A "lead EcoRep" is designated by the Director of Sustainability. This student serves as an advisor and coordinator for the other EcoReps, and takes on the primary role for training new EcoReps in the processes and details of the program, including how to apply for "green funds" to support EcoRep projects.
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 EcoReps are employed by the Administrative Center for Sustainability and Energy Management and paid through the sustainability budget, and the program is further supported through "green funds" provided by Rice's Housing and Dining services. More specifically, H&D provides $1,000 of "green funds" to each of the 11 residential colleges to be spent on improving the college's sustainability. EcoReps are paid an hourly salary for their work, and play a central role in determining how their college's funds should be spent. EcoReps are also expected to initiate their own funding projects.
If reporting students served by additional peer-to-peer programs, provide:
2nd Program
Diversity Facilitators
Number of students served (i.e. directly targeted) by the program (2nd program):
3,910
A brief description of the program, including examples of peer-to-peer outreach activities (2nd program):
Rice is an open community, a place where freedom of expression is uncompromisingly protected and where civility is powerfully affirmed. The primary role of the Diversity Facilitators is to help the Rice community embrace diversity, celebrate that fact that each new class hails from different backgrounds, environments, beliefs and traditions, and value the educational experiences that come from living in a diverse community. The diverse community we prize at Rice may be a new experience for some, so the Diversity Facilitators help ensure that everyone feels welcome and valued as a new member of our community, and that our sense of civility towards each other is shared and respected.
A brief description of how the student educators are selected (2nd program):
The diversity facilitators are selected by the Office of Multicultural Affairs. The selection process starts with an online application which asks students "What are your motivations for applying to be a diversity facilitator?" and "How would you convey the importance of dialoguing on diversity to someone who opposes it?"
After the online application, the applicant participates in an individual and group interview. The individual interview determines how well-versed the applicant is in social justice as well as what the applicant's personal biases are and how s/he is working to unlearn them. Then the group interview tests applicants in a variety of scenarios, generally related to a real situation that happened in the past, to see how the applicants respond to a variety of situations.
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach (2nd program):
The diversity facilitators are trained by the Office of Multicultural Affairs and the training is mandatory upon selection to serve. They must also attend monthly Diversity Facilitator meetings.
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 program receives funding from the university via the Office of Multicultural Affairs to host Diversity Dialogues and for other events and initiatives that they host for students to promote diversity and inclusion.
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:
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
Diversity Facilitators: http://oma.rice.edu/diversityfacilitators/
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.