| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 65.82 |
| Liaison | Konrad Schlarbaum |
| Submission Date | Feb. 20, 2015 |
| Executive Letter | Download |
University of Colorado Colorado Springs
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
3.63 / 4.00 |
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):
Trained students from the Office of Sustainability train Resident Life Staff on sustainable living. The Resident Life Staff consists of students who then educate the entire residence community on sustainable living.
A brief description of how the student educators are selected (1st program):
Residence Advisors (RA) are selected during an application process. RAs were required to make sustainability a focal point. All of the RA's attended a required sustainability educator program.
A brief description of the formal training that the student educators receive (1st program):
During RA training the Office of Sustainability conducts a one hour training session with all RA’s to educate them on sustainable efforts to be focused on for the duration of that academic year. After they have received the training, the RA's conduct meetings with their residents to discuss the sustainability focus for each academic year.
A brief description of the financial or other support the institution provides to the program (1st program):
The Sustainability Office staff provides ongoing assistance, education, and support to sustainability campaigns to all RA's in residence housing.
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 UCCS Office of Sustainability unites the efforts of faculty, staff and students to support development and lifestyles on campus and in the community that sustain natural resources and protect the environment. This ultimately ensures the ability of future generations to meet their needs too. Throughout the year students within the office are trained on waste-diversion. These trained students then train student volunteers to help others divert waste. There are currently 52 trained volunteers working with the office.
A brief description of how the student educators are selected (2nd program):
There is an application/interview process in order to become a member in the Office of Sustainability. Student volunteers sign up to staff waste/recycling stations at athletic games, concerts, and other campus events.
A brief description of the formal training that the student educators receive (2nd program):
Sustainability Office staff educate volunteers on what is recyclable and what is not and how to keep the recycling stream clean. The volunteers, in turn, educate the public on recycling.
A brief description of the financial or other support the institution provides to the program (2nd program):
The Sustainability Office staff time supports this program. Specifically, there is a Recycling Coordinator who directs the training.
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):
The JTA Program is a Peer Mentoring Program that allows students the opportunity to mentor incoming freshmen through the Freshman Seminar Program.
A brief description of how the student educators are selected (3rd program):
Students must apply and be accepted to be a JTA.
A brief description of the formal training that the student educators receive (3rd program):
Students will learn to engage, listen and assist first-year students in a mature and professional manner relating to their adjustment to UCCS and academic success. Students will also work with faculty sponsors to contribute to the instruction of their designated Freshman Seminar class
A brief description of the financial or other support the institution provides to the program (3rd program):
UCCS provides JTAs with a $600 stipend that is applied toward the following spring semester.
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):
Take Back the Tap is an educational initiative that included a sustainability presentation in all Freshman Seminar classes and included a reusable water bottle to support the ban on disposable water bottles.
A brief description of how the student educators are selected (all other programs):
Students were selected from the Office of Sustainability and from the student environmental group, Students for Environmental Awareness and Sustainability.
A brief description of the formal training that the student educators receive (all other programs):
Students were involved in developing the presentation including information on the negative effects of plastic and disposable bottles as well as other sustainability topics.
A brief description of the financial or other support the institution provides to the program (all other programs):
Funding for this initiative came from a student-funded Green Action Fund grant, the Office of Sustainability, and the Vice Chancellor for Administration and Finance.
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.