| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 47.40 |
| Liaison | Havina Georgieva |
| Submission Date | April 4, 2017 |
| Executive Letter | Download |
FIE: Foundation for International Education
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
2.57 / 4.00 |
Hannah
Feakes Director of Administration Administration |
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:
In Spring 2014 FIE partnered with NUS (the UK National Union of Students - https://www.nus.org.uk/) to run the Student Switch Off campaign (http://studentswitchoff.org/) each Spring and Fall semester. Over 40 UK universities take part.
The Student Switch Off is an energy-saving campaign and inter-residence competition, based on encouraging simple energy saving actions (http://studentswitchoff.org/save-energy/), and sponsored by Ben & Jerry’s. The campaign is focused around a dedicated Facebook page (https://www.facebook.com/FIELondonSwitch). In 2014 FIE was awarded a GoAbroad Innovation in Sustainability Award for our involvement (http://www.goabroad.com/awards/innovation-awards-2014/).
Throughout the 10-week campaigns, there are various peer-to-peer outreach activities including:
- Photo 'likes' competitions on Facebook and Instagram
- Visits to student residences by NUS staff and FIE ambassadors to see how are students are getting on with the simple energy saving actions (the visits also include photo 'likes' competitions)
- Mid-point Climate Change Quiz - the residence that has the highest percentage of students complete the quiz wins a pizza party
- The residence that has saved the most electricity per student over the 10 weeks (compared to the baseline period) wins a Ben & Jerry's ice cream giveaway
A brief description of how the student educators are selected:
At the start of each Spring and Fall semester, the Student Switch Off is referenced during student orientation sessions, and FIE has a welcome reception event where an NUS staff member attends to run a Student Switch Off table, and recruit students to sign up to the campaign. A few weeks into the semester, there is a training session for student ambassadors. All students are invited to attend, and sign up voluntarily. Sometimes certain students are targeted to be ambassadors, e.g. students who have been awarded FIE's sustainability route scholarship.
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach:
Students undergo a 1 hour ambassador training conducted by a sustainability project officer from NUS. Here are the Fall 2016 training slides as an example: https://drive.google.com/file/d/0B9dtuHGyELSwZDZaV1hGbWFZZDQ/view
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):
Financial support - FIE pays circa £3600 per year to NUS to take part in the Student Switch Off campaign. In addition to that FIE's commits additional funds throughout the campaigns, e.g. to pay for prizes.
Administrative support - 3 FIE staff members coordinate the campaign from the FIE side, in partnership with NUS staff. The staff members come from within FIE's Sustainability Action Group and Residence Life Team. FIE's Facilities Team take responsibility for the electricity data readings at the start, mid-point and end of the campaign.
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:
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.