|Submission Date||March 1, 2019|
Western Washington University
EN-2: Student Orientation
|1.42 / 2.00||
Coordinator for Programming & Leadership Development
Are the following students provided an opportunity to participate in orientation activities and programming that prominently include sustainability? :
|Yes or No|
|Entering graduate students||Yes|
Percentage of all entering (i.e. new) students (including transfers and graduate students) that are provided an opportunity to participate in orientation activities and programming that prominently include sustainability (0-100):
A brief description of how sustainability is included prominently in new student orientation (including how multiple dimensions of sustainability are addressed):
There are two main paths for students to learn about sustainability engagement at Western during orientation. The first is through an "Environmental Engagement" informational session that students and parents can attend. At the session, presenters go over the many sustainability offices, programs, initiatives and clubs on campus. Additionally, the Office of Sustainability and the Associated Students' Environmental and Sustainability Programs office both table at the orientation info fair.
Additionally, incoming students can elect to participate in several "Viking Launch" opportunities. Viking Launch is designed to provide incoming freshmen a strong, focused start-up to college life at Western. Research demonstrates that freshmen are most apt to succeed when they are socially and academically integrated within a campus community, when they are prepared and ready for their courses, and when they attend classes with an eye to their future goals and plans. Viking Launch is designed to help students successfully achieve these advantages before fall classes begin.
FYE Environmental Studies 195: Environmental Impact and Sustainability (2 credits)
Explore climate science through research and field observations with a special focus on the Nooksack River watershed, and examine the environmental impacts of our energy, waste, food and transportation choices. Discover how local schools, governments, non-profit organizations, businesses and individuals are working together to help solve the problems associated with climate change and take action by participating in a service-learning project. Document your experience with photographs, field audio and writing to create a culminating presentation.
Faculty: Riley Grant
FYE Materials Science 197A: Introduction to the Science of Renewable Energy (2 credits)
The quest to develop scalable, affordable sources of renewable energy represents one of the greatest challenges facing the next generation. This class explores the science behind renewable energy and the prospects and problems that need to be overcome. The class consists of a combination of lectures on topics including biofuels, wind and wave power, nuclear power and solar cells, as well as field trips to local energy companies. A laboratory component includes activities such as the fabrication and testing of student-made solar cell devices and biodiesel.
Faculty: Dr. David Patrick
FYE Digging Into Bellingham: Growing Community Through Food (non-credit)
Explore and engage with some of our region's most exciting community gardening and farming projects. Get your hands dirty alongside community leaders who are using healthy, local food to address pressing social issues like unemployment, depression, and climate change adaptation. We will learn about projects on campus, around town, and in the surrounding countryside. Our finale will be a retreat to Growing Veterans farm, which empowers military veterans through food production. Ready to work outside, get inspired, explore, and play? Sign up today!
Faculty: Travis Tennessen Center for Service-Learning
The website URL where information about the programs or initiatives is available:
Additional documentation to support 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 and complete the Data Inquiry Form.
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 and complete the Data Inquiry Form.