| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 53.24 |
| Liaison | Tess Esposito |
| Submission Date | Feb. 23, 2017 |
| Executive Letter | Download |
University of Dayton
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
3.39 / 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):
The River Stewards engage the campus and the greater community in a dialogue about our water resources. Past activities include river paddles, educational outreach in local K-12 schools and on campus, and project-based work. An example of a River Stewards' successful project would be the design and implementation of our campus bike share program. The Stewards are continuing a new project that focuses on our excellent tap water in an effort to curb bottled water use on campus.
A brief description of how the student educators are selected (1st program):
The River Stewards program is the flagship program of the Rivers Institute administered by the Fitz Center for Leadership in Community at the University of Dayton. A three-year program focused on leadership development and civic engagement, students can apply to become a River Steward in the second semester of their freshman year. Applying requires a written application and interviews.
A brief description of the formal training that the student educators receive (1st program):
Annual orientation/training sessions; retreats; weekly educational sessions with local and campus leaders; required service hours; project based learning.
A brief description of the financial or other support the institution provides to the program (1st program):
The program is funded through the Fitz Center for Leadership in Community and has a full time program coordinator, graduate assistants, and student interns.
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 (2nd program):
A brief description of the financial or other support the institution provides to the program (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 (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.