| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 49.02 |
| Liaison | James Speer |
| Submission Date | June 30, 2016 |
| Executive Letter | Download |
Indiana State University
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
1.09 / 4.00 |
Caroline
Savage Director Institute for Community Sustainability |
Does the institution coordinate one or more ongoing student, peer-to-peer sustainability outreach and education programs that meet the criteria for this credit?:
Number of degree-seeking students enrolled at the institution:
Name of the student educators program (1st program):
Number of students served (i.e. directly targeted) by the program (1st program):
A brief description of the program, including examples of peer-to-peer outreach activities (1st program):
We developed an Eco-Reps program at Indiana State University. These students were committed to volunteering 3-4 hours a week for the academic year. Each month the students focus on a new sustainability related topic. The first week they receive training on the new topic. The second week the group takes the topics to residents for peer education and discussion. The third and fourth weeks both active and passive programs are conducted on-campus.
A brief description of how the student educators are selected (1st program):
We had a competitive interview process and received about 60 applications for 10 positions. Each student submitted an essay about why they wanted to be an Eco-Rep and what they brought to the program. We then had a group interview process of approximately 10 people per group where the students participated in group discussions and exercises to see how they worked in teams and dealt with challenging complex issues.
A brief description of the formal training that the student educators receive (1st program):
The students met with the Institute for Community Sustainability and Residence Life on a regular basis for training sessions where they developed presentations skills, learned basics of sustainability, learned about sustainability at ISU, and worked as a community to organize outreach programs.
A brief description of the financial or other support the institution provides to the program (1st program):
The students worked with the Institute for Community Sustainability and Residence Life. Eco-reps were allowed to move in a week earlier than anyone else, avoiding the melee of move-in day, and were given several opportunities for free t-shirts, dinner, and a number of other incentives. Financial support was provided by Residence Life.
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 Institute for Community Sustainability’s (ICS) Internship Program exists to provide students with experiential learning within their academic interests and facilitates development of professional skillsets. Interns are engaged and empowered to promote change in the local community through a living laboratory approach to identifying and implementing sustainable solutions that help the economic bottom line of local companies, improve the local environment, and increase the quality of life in the Wabash Valley.
Intern Positions and Duties
Communication Intern
a. Draft public relations materials including news releases and media alerts
b. Maintain social media accounts and interact with constituents
c. Maintain up to date social medial analytics
d. Develop talking points as needed
e. Perform media research and media tracking
f. Establish and carry out public relations plan
g. Attend and informally promote ICS events
h. Attend weekly team meetings
i. Work a minimum of 12 hours weekly
j. Meet with Faculty mentor Monthly
k. Meet with Staff Mentor monthly
l. Other duties as assigned by the ICS Executive Director or Assistant Director
Graduate Research Fellow
a. Conduct research to develop new sustainability projects and initiatives
b. Aid the ICS Director and Assistant Director in development of University policy that promotes sustainable practices
c. Provide for assessment of ICS projects via Taskstream
d. Present original sustainability research or current sustainability efforts at conferences or other seminars
e. Attend and informally promote ICS events
f. Attend weekly team meetings
g. Work 20 hours weekly during the Fall and Spring semesters and 37 hours weekly during the summer period
Grant Writing Intern
a. Search for grants or other sources of funding for the ICS or its partners
b. Generate proposals and supporting documents for grants
c. Track submitted proposals
d. Attend and informally promote ICS events
e. Attend weekly team meetings
f. Work a minimum of 12 hours weekly
g. Meet with Faculty mentor monthly
h. Meet with Staff Mentor Monthly
i. Other duties as assigned by ICS Executive Director or Assistant Director
Graphic Design Intern
a. Gathers needed information to prepare work
b. Designs work as needed including posters, flyers, newsletters, or any other graphic element
c. Attend and informally promote ICS events
d. Attends weekly team meetings
e. Work a minimum of 12 hours weekly
f. Meet with Faculty mentor monthly
g. Meet with Staff Mentor Monthly
h. Other duties as assigned by the ICS Executive Director or Assistant Director
Student Engagement Intern
a. Plan small events for ICS
b. Aide ICS partners in event planning
c. Conduct research to develop new sustainability projects and initiatives
d. Plan, coordinate, and execute Compete for the Green Competition
e. Plan, coordinate, and execute ICS Sustainability Luncheon Speaker Series
f. Attend and informally promote ICS events
g. Attend weekly team meeting
h. Work a minimum of 12 hours weekly
i. Meet with Faculty mentor monthly
j. Meet with Staff Mentor Monthly
k. Other duties as assigned by the ICS Executive Director or Assistant Director
Website Content Intern
a. Develop, design, and maintain ICS Website
b. Aid ICS partners with website development and planning
c. Attend and informally promote ICS events
d. Attend weekly team meeting
e. Work a minimum of 12 hours weekly
f. Meet with Faculty mentor monthly
g. Meet with Staff Mentor Monthly
h. Other duties as assigned by the ICS Executive Director or Assistant Director
A brief description of how the student educators are selected (2nd program):
Internship positions for the academic year begin in September and end in May. Summer interns begin in May and end in August. All available internship positions are posted on the Applicant Tracking System through Indiana State University’s Student Employment website. Postings will be made to the Applicant Tracking System by the first of August for the academic year and the first of February for the summer session. All completed applications must be submitted including letters of recommendation by the last day of the same month that the position was posted.
Candidates whose applications are deemed favorable by the selection committee will be invited to a group interview. The group interview will present the applicants with challenges that will require collaborative efforts to create a solution. This interview will illustrate the applicant’s abilities in areas of critical thinking, leadership, problem solving, and teamwork. Those who pass the group interview will be invited back for a more traditional oral interview with the selection committee. Those who are not offered a position as an intern are automatically considered as a candidate for the Eco-Reps program and will not need to complete a formal interview for the Eco-Reps program. More information on the Eco-Reps program can be found on the ICS webpage at ISUSustainability.org
A brief description of the formal training that the student educators receive (2nd program):
Academic Development
Each intern has an opportunity to work with pay for twelve to twenty hours per week. ICS staff work with interns to establish a relationship, network with professionals, and use as a resource when completing tasks for the ICS.
Personal Development
Periodical attendance at professional development meetings and events throughout the program is a requirement.
A brief description of the financial or other support the institution provides to the program (2nd program):
Funded through the Institute for Community Sustainability, with additional support from the College of Graduate and Professional Studies and ISU Career Center.
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 (3rd program):
A brief description of the financial or other support the institution provides to the program (3rd program):
Name(s) of the student educator program(s) (all other programs):
Number of students served (i.e. directly targeted) by all other student educator programs:
A brief description of the program(s), including examples of peer-to-peer outreach activities (all other programs):
A brief description of how the student educators are selected (all other programs):
A brief description of the formal training that the student educators receive (all other programs):
A brief description of the financial or other support the institution provides to the program (all other programs):
Total number of hours student educators are engaged in peer-to-peer sustainability outreach and education activities annually:
The website URL for the peer-to-peer student outreach and education program(s):
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.