| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 32.70 |
| Liaison | Ian Shannon |
| Submission Date | Jan. 10, 2017 |
| Executive Letter | Download |
Ringling College of Art and Design
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
Tammy
Walsh Dean of Students Student Life |
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indicates that no data was submitted for this field
Number of students enrolled for credit (headcount):
1,346
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):
1,346
Percentage of students served by a peer-to-peer educator program:
100
1st Program
Resident Assistants
Number of students served (i.e. directly targeted) by the program (headcount):
950
A brief description of the program, including examples of peer-to-peer outreach activities:
All residents are assigned an Upperclassman peer mentor for sustainability focus within on-campus residential living. Student Resident Assistants (RAs) live in residence and work together to create the most comfortable, supportive, and responsive living environment possible. Examples of activities are the following: green living, sustainable out-door experience, wellness, etc.
A brief description of how the student educators are selected:
Resident Assistant selection begins with an application process similar to most other student employment, including faculty/peer references. Candidates then participate in a group interview process that allows for evaluation of interaction in a group setting. The final step is an individual interview with the Coordinator of Residence Life for Staff Development and Training.
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach:
Once selected, there is a “spring training” the semester prior to employment, which includes team building activities and ice breakers. Formal training occurs the week prior to New Student Orientation in the Fall semester, followed by ongoing staff “In-service training” modules throughout the term of employment.
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 institution provides support for this program in the form of a programming budget allocation managed by the Coordinator of Residence Life for Staff Development and Training. Primary function of this position is to select, train, and supervise the activity of this group of employees. Resident Assistants are compensated with a waiver for room/board, valued at @$12,000 per academic year.
If reporting students served by additional peer-to-peer programs, provide:
2nd Program
Orientation Leaders
Number of students served (i.e. directly targeted) by the program (2nd program):
465
A brief description of the program, including examples of peer-to-peer outreach activities (2nd program):
New students are assigned a peer orientation leader in order to assist with their transition to college life. The activities involved are focused on a sustainability during New Student Orientation: Use of electronic communications as opposed to hard copy materials, special club fair event to introduce students to sustainable campus organizations, Waivers being completed online, etc.
A brief description of how the student educators are selected (2nd program):
Orientation Leaders (OL) submit an application to the Director of Student Activities and Leadership Development and are selected based on their written application, individual interview, and group interview.
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach (2nd program):
OL’s receive a brief spring training, consisting on ice breakers and other community-building exercises prior to working with our Accepted Student Day program. In Fall (August), the OL’s return to campus approximately 1 week prior to the start of New Student Orientation and participate in a full training. Training during these days includes: ice breaker training, community building, diversity training, academic advising training, environmental health and safety training, crisis management and health services training, campus safety training, and volunteerism training. Each training session is approximately 1-1.5hrs in length and utilizes the campus professionals that currently manager the afore mentioned areas.
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 OL program is staffed by the Coordinator of Student Activities and Leadership Development. As a subset of the New Student Orientation program, the OL program is financially supported through allocated programming budgets.
If reporting students served by three or more peer-to-peer programs, provide:
3rd Program
Commuter Student Assistant
Number of students served (i.e. directly targeted) by the program (3rd program):
346
A brief description of the program, including examples of peer-to-peer outreach activities (3rd program):
The Commuter Student Assistant is a new position that is the equivalent of an RA, but for Commuter Students. This students helps to plan programs, events and meetings that help to spread awareness about sustainable resources like helping students connect to find rides in the area, sharing information about the partnership the campus has with the area public transportation in which students ride for free and spreading information about the campus bike program.
A brief description of how the student educators are selected (3rd program):
The Commuter Student Assistant must submit an application to Human Resources, in which the Associate Dean of Students for Student Development then conducts interviews and makes an offer.
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach (3rd program):
The Commuter Student Assistants receives a comprehensive 1-day training in both the Fall and Spring Semester
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):
The Commuter Student Assistant program is staffed by the Associate Dean of Students for Student Development. The position is also funded by the federal work study program.
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.