| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 72.08 |
| Liaison | Aaron Klemm |
| Submission Date | March 6, 2020 |
San Jose State University
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
2.34 / 4.00 |
Debbie
Andres Utilities & Sustainability Analyst FD&O |
Number of students enrolled for credit:
Total number of students served by a peer-to-peer sustainability outreach and education program:
Percentage of students served by a peer-to-peer sustainability outreach and education program:
Name of the student educators program (1st program):
A brief description of the student educators program (1st program):
The Environmental Resource Center (ERC) was established in 1967 and became the student activist wing of the Environmental Studies Department, with a prideful legacy. To serve the student body and our supporting organizations, we undertake a range of projects each year. The projects are linked to ENvS 181, a course that students take for credit (1,2 or 3 units).
The ERC is run by student directors and supervised by a faculty adviser. In addition to organizing behavior changes via on campus events, the ERC is working to move our campus towards sustainable use of water, energy and materials.
A brief description of the student educators program’s target audience (1st program):
In 2019 ERC involved a diverse audience of students, faculty, and staff within campus with the help of on-campus and community partners. Some of the projects the ERC worked on were Ride to School Day, Take Back the Tap, The Green Office Workshop, and Earth Day.
Ride to School Day is a project hosted by the ERC in partnership with our Transportation Solutions office at least twice a semester. We offer free bike tune ups to students, discuss ways to get to campus without using a single occupancy vehicle, and make resources readily available for anyone traveling to and from campus.
The Take Back the Tap group host events with a focus on educating the SJSU community about the energy and resources used to bottle water, compared to the same factors for tap water in San Jose. Students discuss the CSU plastics policy, raffle off water filters and reusable water bottles, while creating conversations about municipal tap water testing and safety compared to bottled water.
To bolster sustainable staff behavior, The Green Office Workshop gives campus staff and faculty the space to ask campus sustainability questions. Students host a lecture and discussion for staff members on campus, who hope to be the sustainability champion's for their office. After a staff member attends the workshop, students work with the staff member to ensure they have support and are executing the criteria to be a Certified Green Office.
The newest community project is Watershed in a Box. ERC students visit local elementary schools that are located near creeks and deliver environmental education lesson plans.
The ERC project of the year is Earth Day, which was founded by SJSU alumni Gaylord Nelson. The ERC oversees the event the day of and coordinates with 5 on campus partners and invites over 40 vendors for our on campus resource fair. Earth Day is marketed and open to the entire campus community. In 2019, Earth Day expanded into Earth Week, with 75 faculty members participating in a campus Teach-in. The hope was to engage majors beyond Environmental Studies students. Over 5,000 students were involved with the Teach-In. This year, the ERC was awarded a Certificate of Recognition from their California Legislature Assembly in recognition of the San Jose State University Earth Day Event.
Number of trained student educators (1st program):
Number of weeks the student educators program is active annually (1st program):
Average or expected number of hours worked weekly per trained student educator (1st program):
Total number of hours worked annually by trained student educators (1st program):
Website URL where information about the student educators program is available (1st program):
Name of the student educators program (2nd program):
A brief description of the student educators program (2nd program):
Peer Health Educators (PHEs) are students who teach their peers about health through presentations, discussions, panels, workshops, health fairs, and health awareness weeks. PHEs offer health education and outreach programs specific to the health specialties listed below. Those who become peer educators specialize their knowledge in one health education area. Students are trained to support their peers on topics including nutrition, exercise, and body image. They are trained to give this support in a variety of formats, including workshops and public events. Specialty topic areas include:
• Alcohol, Marijuana, and Other Drugs (AMOD)
• Sexual Wellness (SW)
• Violence Prevention (VP)
• Rest & Relaxation (R&R)
A brief description of the student educators program’s target audience (2nd program):
College students from San Jose State University.
Number of trained student educators (2nd program):
Number of weeks the student educators program is active annually (2nd program):
Average or expected number of hours worked weekly per trained student educator (2nd program):
Total number of hours worked annually by trained student educators (2nd program):
Website URL where information about the student educators program is available (2nd program):
Name of the student educators program (3rd program):
A brief description of the student educators program (3rd program):
A brief description of the student educators program’s target audience (3rd program):
Number of trained student educators (3rd program):
Number of weeks the student educators program is active annually (3rd program):
Average or expected number of hours worked weekly per trained student educator (3rd program):
Total number of hours worked annually by trained student educators (3rd program):
Website URL where information about the student educators program is available (3rd program):
A brief description of all other student peer-to-peer sustainability outreach and education programs:
Number of trained student educators (all other programs):
Number of weeks, on average, the student educators programs are active annually (all other programs):
Average or expected number of hours worked weekly per student educator (all other programs) :
Total number of hours worked annually by trained student educators (all other programs):
Grand total number of hours worked annually by trained student sustainability educators (all programs):
Hours worked annually by trained student sustainability educators per student served by a peer-to-peer program:
Website URL where information about the student sustainability educators programs is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
One of the learning outcomes is Housing is:
Specialized Knowledge
Mastered the depth of knowledge required for a degree, as identified by its program learning outcomes.
Broad Integrative Knowledge
Mastery in each step of an investigative, creative or practical project (i.e. brainstorming, planning, formulating hypotheses or complex questions, designing, creating, completing, and communicating).
An understanding of the implications of results or findings from a particular work in a societal context (i.e. social or economic implications of a scientific finding).
Students graduating with a baccalaureate degree will have demonstrated an understanding of critical components of broad academic areas, the arts, humanities, social sciences, and sciences and their integration.
Intellectual Skills
Fluency in the use of specific theories, tools, technology and graphical representation.
Skills and abilities necessary for life-long learning: critical and creative thinking, effective communication, conscientious information gathering and processing, mastery of quantitative methodologies, and the ability to engage effectively in collaborative activities.
Applied Knowledge
The ability to integrate theory, practice, and problem-solving to address practical issues.
The ability to apply their knowledge and skills to new settings or in addressing complex problems.
The ability to work productively as individuals and in groups.
Social and Global Responsibilities
The ability to act intentionally and ethically to address a global or local problem in an informed manner with a multicultural and historical perspective and a clear understanding of societal and civic responsibilities.
Diverse and global perspectives through engagement with the multidimensional SJSU community.
One of the learning outcomes is Housing is:
Specialized Knowledge
Mastered the depth of knowledge required for a degree, as identified by its program learning outcomes.
Broad Integrative Knowledge
Mastery in each step of an investigative, creative or practical project (i.e. brainstorming, planning, formulating hypotheses or complex questions, designing, creating, completing, and communicating).
An understanding of the implications of results or findings from a particular work in a societal context (i.e. social or economic implications of a scientific finding).
Students graduating with a baccalaureate degree will have demonstrated an understanding of critical components of broad academic areas, the arts, humanities, social sciences, and sciences and their integration.
Intellectual Skills
Fluency in the use of specific theories, tools, technology and graphical representation.
Skills and abilities necessary for life-long learning: critical and creative thinking, effective communication, conscientious information gathering and processing, mastery of quantitative methodologies, and the ability to engage effectively in collaborative activities.
Applied Knowledge
The ability to integrate theory, practice, and problem-solving to address practical issues.
The ability to apply their knowledge and skills to new settings or in addressing complex problems.
The ability to work productively as individuals and in groups.
Social and Global Responsibilities
The ability to act intentionally and ethically to address a global or local problem in an informed manner with a multicultural and historical perspective and a clear understanding of societal and civic responsibilities.
Diverse and global perspectives through engagement with the multidimensional SJSU community.
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.