| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 63.92 |
| Liaison | Rania Assariotaki |
| Submission Date | Dec. 15, 2017 |
| Executive Letter | Download |
The American College of Greece
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
Michael
Valahas Dr. Environmental Studies |
Number of students enrolled for credit (headcount):
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):
Percentage of students served by a peer-to-peer educator program:
Name of the student educators program:
Number of students served (i.e. directly targeted) by the program (headcount):
A brief description of the program, including examples of peer-to-peer outreach activities:
Student Academic Support Services (SASS) is a service available to all ACG students, offering a vital program designed to enhance the educational experience. Through one-to-one and group workshop sessions, SASS learning facilitators support the development of academic and study skills at the undergraduate and graduate level across all schools. SASS learning facilitators recognize that individual qualities and efforts vary; therefore, they adopt a learner-centered approach in order to promote individual development and to respond to the needs of each student. SASS facilitators practice a non-instructional philosophy in which students' academic work reflects their own ideas, critical skills, and abilities.
This service is offered for free to students whereas peer-to-peer educators are renumerated by ACG for the teaching hours they offer.
A brief description of how the student educators are selected:
Student educators have to have taken the course that they will be tutoring and passed it with full marks ( Grade A, 1st Class)
They have to demonstrate high GPA
They are interviewed by SASS Personnel
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach:
Students have already received formal training as part of their coursework for the appropriate course. Furthermore, they have access to on-going workshops on pedagogy and communication.
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):
This service is offered for free to students whereas peer-to-peer educators are renumerated by ACG for the teaching hours they offer.
Name of the student educators program (2nd program):
Number of students served (i.e. directly targeted) by the program (2nd program):
A brief description of the program, including examples of peer-to-peer outreach activities (2nd program):
The Program is organized by the Center of Excellence for Sustainability at the Office of Public Affairs, in collaboration with: the ACG Offices of Operations and Technical Services, the Adjunct Preceptor of Environmental Studies, Maria Vitoraki, the Environmental Studies Program, the Environmental Studies Society, and the Deree Student Government.
Student Volunteers present and educate their peers on best practices of waste reduction through presentations, questionnaires and demonstrations.
A brief description of how the student educators are selected (2nd program):
Student educators were Environmental Studies Majors and CES Volunteers (including two representatives from Pierce College). The main criterion for selection was enthusiasm and the ability to communicate information and data concerning waste reduction.
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach (2nd program):
Students are trained through a series of workshops (two- three hour workshops) including participation on the Waste-Bin monitoring project ( quantification of recycling trends).
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):
Financial Support is maintained by the Office of Public Affairs budget as the Center of Excellence for Sustainability operates under its administrative guidance.
Name of the student educators program (3rd program):
Number of students served (i.e. directly targeted) by the program (3rd program):
A brief description of the program, including examples of peer-to-peer outreach activities (3rd program):
A brief description of how the student educators are selected (3rd program):
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach (3rd program):
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):
A brief description of all other student peer-to-peer sustainability outreach and education programs, including the number of students served and how student educators are selected, trained, and supported by the institution:
Total number of hours student educators are engaged in peer-to-peer sustainability outreach and education activities annually (all programs):
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:
ACG has embraced the vision of a sustainable learning community, which is based on collaboration, integration and interconnectedness within the College (i.e. connections between operations and educational practice; interdisciplinary practices; integration of sustainability principles in academic programs) and between the College and the local community.
ACG has embraced the vision of a sustainable learning community, which is based on collaboration, integration and interconnectedness within the College (i.e. connections between operations and educational practice; interdisciplinary practices; integration of sustainability principles in academic programs) and between the College and the local 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.