| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 51.72 |
| Liaison | Alex Frank |
| Submission Date | Aug. 1, 2019 |
| Executive Letter | Download |
University of Wisconsin-Madison
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
0.69 / 4.00 |
Alex
Frank Sustainability Analyst Office of Sustainability |
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:
The goal of the UW-Madison Residential Area Councils is to act as a centralized hall organization model for student residences that will:
- Create a more consistent student and student leader experience across campus
- Reward student leaders for their commitment to creating successful and thoughtful programming for their fellow residents living in community
Area Councils develop and lead a variety of programs for student residents which address topics including:
- Gender and Sexuality Spectrum
- Cultural Enrichment and Social Justice
- Service and Sustainability
- Socializing and Networking Opportunities
(Councils are encouraged to address each of these topics in at least one event per month).
A brief description of how the student educators are selected:
Students apply for positions with the Area Council at the beginning of each school year. Resident Life Program Assistants and Resident Life Coordinators (staff) review applications and select area council members based upon the strength of the application and the potential to form a team who can collaboratively program around key initiatives. Selected student leaders for the Area Councils can fill one of the following positions:
- Area Council Board Chair: Directly plan and execute hall/unit/area events
- Residence Hall Advisory Board Reps: Selected from the Area Council Board Chairs, this role has the additional responsibility of directly working with Resident Life Coordinators (staff)
- Programming Board Member: Assist with hall/unit/area events
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach:
Student educators that are a part of the Area Councils get an initial small group training with their Resident Life Program Assistants and Resident Life Coordinator. This training focuses on role definition and community building.
Then all student leaders take part in an annual Area Council Luncheon and Central Training event in the fall. This event addresses common topics for designing and executing successful programs.
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):
University housing supports the student educators in the Area Councils by providing staff for support and supervision of programming, funding for development and execution of programs, and funding for program marketing.
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):
A brief description of how the student educators are selected (2nd program):
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach (2nd 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) (2nd program):
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:
Additional "train-the-trainer" type programs exist on campus to educate student employees who work for dining and housekeeping about composting operations. These programs are supported by staff who train student employee leaders to train all student staff. These programs target approximately 900 student employees. As this is focused solely on composting operations (and because we are unable to accurately verify what students may be targeted by both this program and the Residential Areas Council program documented above) we are not including this program for recognition in this credit.
Additional "train-the-trainer" type programs exist on campus to educate student employees who work for dining and housekeeping about composting operations. These programs are supported by staff who train student employee leaders to train all student staff. These programs target approximately 900 student employees. As this is focused solely on composting operations (and because we are unable to accurately verify what students may be targeted by both this program and the Residential Areas Council program documented above) we are not including this program for recognition in this credit.
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.