| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 81.67 |
| Liaison | Mark Lichtenstein |
| Submission Date | Feb. 28, 2019 |
| Executive Letter | Download |
State University of New York College of Environmental Science and Forestry
EN-10: Community Partnerships
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Mark
Lichtenstein Executive Director of Sustainability Energy and Sustainability |
Name of the institution’s formal community partnership to advance sustainability :
Does the institution provide financial or material support for the partnership? :
Which of the following best describes the partnership timeframe?:
Which of the following best describes the partnership’s sustainability focus?:
Are underrepresented groups and/or vulnerable populations engaged as equal partners in strategic planning, decision-making, implementation and review? (Yes, No, or Not Sure):
A brief description of the institution’s formal community partnership to advance sustainability, including website URL (if available) and information to support each affirmative response above:
An ongoing partnership since 1999 between ESF and regional high schools that engages more than 600 high school students and dozens of high school teachers per year in environmental and sustainability related learning. The program enables qualified students to: experience college-level course work while still in high school; understand the complex scientific and social perspectives behind the environmental issues such as the relationship between energy and the environment; and learn about and explore diverse interests and career opportunities in environmental science, engineering, management, policy and design.
The program is offered in over 30 high schools in and around Syracuse, NY, Onondaga County and throughout New York State. Students participating in the program represent a mix of urban, suburban and rural school districts. The program reaches a diversity underrepresented groups of various racial, ethnic and immigrant populations, and individuals from different religious groups and economic backgrounds.
ESF in the High School Teachers are qualified high school teachers who must earn an appointment as an ESF Adjunct Instructor. Teachers participate in mentoring and professional development relationships with ESF faculty and educational specialists, and with other ESF in the High School teachers. Participating teachers and students form learning communities through which they share information, teaching/learning experiences, and related ideas and materials. Each participating teacher receives: mentoring, course preparation, and consultation with College faculty and staff throughout the academic year, and professional Development opportunities specifically designed for ESF in the High School teachers.
Example courses offered include: EFB120 Global Environment, EFB190 Writing and the Environment, EFB 101 General Biology and Ecology and Lab, ESF122 Ecology of the Economic Process, FCH496 Introduction to Renewable Energy, and EFB498 Research Problems.
Program website:
Name of the institution’s formal community partnership to advance sustainability (2nd partnership):
Does the institution provide financial or material support for the partnership? (2nd partnership):
Which of the following best describes the partnership timeframe? (2nd partnership):
Which of the following best describes the partnership’s sustainability focus? (2nd partnership):
Are underrepresented groups and/or vulnerable populations engaged as equal partners in strategic planning, decision-making, implementation and review? (2nd partnership) (Yes, No, or Not Sure):
A brief description of the institution’s formal community partnership to advance sustainability, including website URL (if available) and information to support each affirmative response above (2nd partnership):
This conference is hosted by the ESF in partnership with the U.S. Green Building Council New York Upstate Chapter and the Syracuse Center of Excellence in Environmental and Energy Systems (Syracuse CoE). The mission of this annual conference is to promote, educate and support green building design, construction, and processes. Informed by an Advisory Counicl comprised of architects, engineers, interior designers, builders, faculty/researchers, and other green building practitioners, this conference offers content in high performance buildings, building science, green materials and resources, renewable energy, biomimicry and resiliency, indoor air quality, urban design, planning, & community development, energy code, and LEED v4, among others. This conference is currently in its 16th year.
Name of the institution’s formal community partnership to advance sustainability (3rd partnership):
Does the institution provide financial or material support for the partnership? (3rd partnership):
Which of the following best describes the partnership timeframe? (3rd partnership):
Which of the following best describes the partnership’s sustainability focus? (3rd partnership):
Are underrepresented groups and/or vulnerable populations engaged as equal partners in strategic planning, decision-making, implementation and review? (3rd partnership) (Yes, No, or Unknown):
A brief description of the institution’s formal community partnership to advance sustainability, including website URL (if available) and information to support each affirmative response above (3rd partnership):
ESF students have been deeply engaged in serving the local community for decades. Students who apply their learning and experiences outside the classroom to solve real world problems obtain practical experience that they can take with them as they pursue careers in the field. Additionally, student volunteer work has a profound impact on local organizations and creates a stronger bond between ESF and the surrounding community. These service projects however are often short-term, or event based. We lose a possible opportunity for our students to collaborate when these experiences are not centered on longevity or creating a lasting relationship with the organization. Students have expressed a desire for longer-term collaboration with community partners, and a desire to generate problem-solving ideas where they can apply their knowledge to help organizations.
A brief description of the institution’s other community partnerships to advance sustainability:
SEO (Sponsors for Educational Opportunity):
SEO was founded in 1963 as a mentoring program to help underserved students gain admission to competitive colleges and universities. Executives at top firms in law, finance, advertising and industry were recruited to work one-on-one with Scholars to help get them into colleges such as Harvard, Dartmouth, Williams, Smith, Mt. Holyoke, Columbia and Brown as well as SUNY and CUNY schools. ESF has participated with SEO every year since 2015, hosting a two-week summer intensive inclusion program for underrepresented high-school students (SEO Scholars) from New York City.
ESF Environmental Challenge:
The Environmental Challenge is a science fair and career exploration opportunity designed especially for all Syracuse City School District seventh and eighth grade students. Environmental Challenge encourages: student projects that support and extend 7/8th grade science curriculum, student research, scientific inquiry, and critical thinking, students to begin exploring science and science-related careers and students to explore and understand the urban environment and its relationship to the global environment.
The Center for Community Design Research:
This ESF center embedded in the College's Landscape Architecture program has several partnerships tare transformative.
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
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.