|Submission Date||July 18, 2017|
|0.86 / 4.00||
Community-Based Learning Director
The mission of the EcoReps is to serve as peer educators to raise awareness on sustainability issues ranging from waste reduction and diversion, energy efficiency and conservation, to health and well-being, water conservation, and more. There is an open door for more EcoReps to join throughout the semester. Some of the outreach programs that have been promoted by the EcoReps are:
New Student Orientation--Living Green on Campus
Size Matters, an educational program to become aware and reduce individual carbon footprints.
Campus Water Tasting--held 2 times, each time allowing students to compare the taste of our tap water and several bottled waters. Each time, our tap water was actually the preferred water and this was promoted on campus.
Save Energy Like a Pilgrim--short energy conservation contest leading up Thanksgiving
Recyclemania--waste minimization--promotion on campus.
Go Green and Go Home--program to minimize waste at the end of the year.
Although the Ecoreps principally target the on-campus community, they also extend their message to the sizable on-line student community using technology.
EcoManagers are paid student positions who educate in the residence halls by encouraging and promoting sustainable behavior changes while leading entrepreneurial projects, events, and competitions. There are six EcoManager positions, selected at the beginning of the academic year after an email announces the availability of the positions. Students apply and are selected for best fit by the faculty advisor. Typically students are able to return the next year to this position. Quite often they are CASE Scholars as well.
The EcoReps have weekly meetings to plan outreach and activities. The meetings are guided by the faculty advisor.
The EcoManagers are paid and the program has an annual budget of about $8000.
CASE Scholars join an exciting community-based learning program while pursuing a minor in Sustainability Studies and/or Leadership and Community Engagement. Scholars increase their service and leadership skills while studying in one of the most rapidly growing fields of the 21st century in preparation for productive futures in the emerging green economy. CASE Scholars participate in special classes, workshops, seminars, and off-campus community-based projects. They also mentor and lead students from all disciplines who are interested in making the world a better place.
The CASE Scholarship Program is part of Saint Joseph’s College’s Community-Based Learning Program. It seeks to embody the mission and values of the College through a four-year progressively challenging program that builds students’ capacity while benefiting communities. Each year, CASE Scholars are asked to engage in activities that will increase their abilities and understanding of how best to sustain our shared world.
CASE Scholars are selected by application, based upon GPA, community service record, and commitment to sustainability issues.
Each CASE Scholar must enroll in the Sustainability and/or Leadership and Community Engagement minor course of study and maintain a minimum of a 3.0 GPA; enroll in Community-Based Learning (CBL) courses to connect community work to academic interests and majors; meet as a group a minimum of three times each semester; be active participants in the EcoReps student club; contribute a minimum of two hours a week to support the Community-Based Learning (CBL) office
The College supports eight CASE Scholars annually, with some funds provided by a private donor, for a total of $16K. One full time faculty and one full time staff member support the program as part of their regular duties.
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.