| Overall Rating | Gold |
|---|---|
| Overall Score | 72.78 |
| Liaison | Troy Goodnough |
| Submission Date | Feb. 10, 2022 |
University of Minnesota, Morris
EN-10: Community Partnerships
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Troy
Goodnough Sustainability Director Office of 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?:
Are underrepresented groups and/or vulnerable populations engaged as equal partners? :
A brief description of the institution’s formal community partnership to advance sustainability:
UMN Morris is a lead organizing partner of the Morris Model (morrismodel.org). The Morris Model is working in several main areas: energy conservation, clean energy, community resilience, cultural exchange and celebration. The Morris Model has earned several awards for its efforts.
https://morris.umn.edu/sustainability/morris-model-partnership
www.morrismodel.org
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? (2nd partnership):
A brief description of the institution’s formal community partnership to advance sustainability (2nd partnership):
Due to the incredible growth in the Latino community, largely due to the growth of large, factory farms in the region, Morris and its partners have made a concerted effort to engage with the Spanish-speaking community through multiple programs, including: 1) the Morris Intercultural Education Initiative, a partnership with the local schools to ensure that Spanish-speaking parents are fully engaged in their children's education and children receive the support they need to succeed; 2) the ESL TREC (Tutoring, Reading, and Empowering Children) program to ensure that Latino children from pre-K through Grade 8 have literacy and social/emotional programming available; 3) the Community ESL Program, comprised of seven levels of classes taught by UMM students at three sites for adult learners; and 4) Jane Addams, a bilingual discussion group for UMM students and Spanish-speaking community members to discuss issues including culture, family, and social and environmental justice.
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? (3rd partnership):
Are underrepresented groups and/or vulnerable populations engaged as equal partners? (3rd partnership):
A brief description of the institution’s formal community partnership to advance sustainability (3rd partnership):
CST works closely with community oriented groups such as non-profits, K-12 schools, community governments for towns with populations 5,000 or below, chambers of commerce, and various other citizen-oriented groups. This includes sustainability-focused projects, like exploring clean energy projects with communities and local food-systems work.
A brief description of the institution’s other community partnerships to advance sustainability:
Website URL where information about the institution’s community partnerships to advance sustainability 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.