|Submission Date||Dec. 14, 2017|
|4.00 / 4.00|
As an Environmental Studies class project students surveyed the University's forested lands and calculated their carbon sequestration abilities.
In 'Sustainable House' students use a campus building/farmhouse as a typical North Country house (big, old and drafty). They do assessments of the energy efficiency and sustainability of the house and house systems, make proposals for upgrades and ultimately take action on one of their recommendations.
The Facilitates Operations department has a student intern working with the department and consulting engineers on the University's first Energy Master Plan. The student is responsible on helping to conduct building surveys and research established and emergency energy technologies.
A seminar class is investigating how the development of local food processing in our community or region might allow the University to increase our commitment to local food purchasing.
Various biology and GIS students worked with faculty and staff to identify and GPS every tree on our 200 acre main campus. They also assessed the health and age of the trees and developed text about the natural history and economic value of each species. This effort was the beginning of conversations about future tree planting and maintenance on campus as well as the development of a campus arboretum.
The Greenhouse student organization hosts an annual North Country Folk Festival. This festival celebrates local living and low impact purchasing by featuring local artisans, crafters, and food. The guests interact with students to share knowledge, give demonstrations, and to sell their goods on campus. and provide demonstrations to student's on local living.
Students collaborate with faculty to run a Green Bikes Program. he bikes are available for loan to SLU students, faculty and staff during the spring, summer and fall. To borrow a bike (and helmet and lock) just stop by the Launders Science Library's circulation desk. The program is an initiative to make bikes readily available to the campus community while encouraging healthy and sustainable modes of transportation.
A group of four students wrote and were awarded a NYSP2I grant for their work on reducing single-use plastic water bottles on our campus. This began a larger 'SLU ReUse' campaign with a focus on developing reuse as a social norm on campus. Two additional projects include reusable bags at a to-go style eatery and reusable to-go containers at the main dining hall.
One of our professors (and project director for Nature Up North) works with students to collaborate with the St. Lawrence Land Trust and Grasse River Heritage to pilot a community-based water quality program along the Grasse River. This partnership seeks to explore how to empower local communities and individuals to adopt standard scientific protocols to “crowd source” data on the health of North Country rivers.
Students participate in all campus tripartite committees including those working on climate neutrality plan updates, campus master plan updates (which includes sustainability) and institutional planning (which also addresses issues of sustainability).
Students and staff have an LGBTQ Ally group (meets monthly) where they are working together to address policy, infrastructure and educational needs on campus and in the community.
Students worked with the tripartite sustainability committee and senior administration to research and present (to our trustees) information about reinvesting the University endowment using principles of sustainability.
Students in the sustainability program take a class where they learn theories and practices of communicating environmental education and sustainable advocacy to hone their communications skills as environmental leaders. The Sustainable Communication: Education, Advocacy, and Activism course will particularly focus on how you communicate to different audiences and with different purposes. In the course assignments you will provide an environmental education session to a local youth group, write articles for digital audiences, and target a college-audience with persuasive communication. Certified Interpretive guide training, an internationally recognized training through the National Association of Interpretation, will be offered as part of the course and will require a time commitment over fall break or two weekend of the semester.
First year students may elect to fulfill their first year program requirement by taking the Smarter Living: Cultivating a Mindset for Well-Being course. This class will help students develop the habits to flourish as they live on their own for the first time. Significant time will be spent focusing on the foods we consume and evaluating changes that can be made to improve our overall nutrient intake and, ultimately, our general health. Other factors that can impact our future well-being, such as physical activity and stress reduction, will also be explored. During the course, students will read a variety of texts, as well as undertake a series of written and oral assignments and group projects to foster a critical understanding of the development of personal values that will promote healthy decision making for a lifetime of well-being. The class will also share their knowledge of nutrition and wellness with members of our community.
The University offers a course focused in Theater, Sustainability, and the Natural World. This course focuses on dramatic literature and performances with ecological themes, as well as sustainable theatrical production practices. Students will have an opportunity to explore the ethical and practical relationship between theater, issues of sustainability, and the natural world through course readings, discussions, and practical production projects.
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.