| Overall Rating | Reporter - expired |
|---|---|
| Overall Score | |
| Liaison | Karen Marin-Hines |
| Submission Date | March 3, 2017 |
| Executive Letter | Download |
Texas Tech University
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
Reporter |
Mostafa
Esmaeili Senior Analyst Planning and 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:
Students and faculty participate in sustainability-driven land and water concern/efforts worldwide, including direct interaction with community leaders and groups.
A brief description of how the student educators are selected:
Student educators are taken on a academics-oriented and volunteer basis. Their dedication, as exhibited by enrollment in the program, is taken as sufficient for inclusion in outreach efforts. Some entities may require further qualifications for on-site attendance. Those are addressed on an as-needed basis.
A brief description of the formal training that the student educators receive to prepare them to conduct peer outreach:
Program requirments include classes in communication, leadership, management, and environmenal issues.
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):
Faculty members provide one-on-one instruction, as well as assisting students with procuring scholarships and grants. Faculty also participate in student volunteer efforts.
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:
Dr. Gad said there was no activity for ICASALS (International Center for Arid and Semi-Arid Land Studies) right now.
Dr. Gad said there was no activity for ICASALS (International Center for Arid and Semi-Arid Land Studies) right now.
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.