Upload
the-green-initiative-fund
View
222
Download
2
Tags:
Embed Size (px)
DESCRIPTION
2014 TGIF Grant http://tgif.berkeley.edu/index.php/funded-projects/grant-cycle/grantawards2014/12-tgif/funded-projects/168-setp
Citation preview
UC Berkeley Student Environmental
Training Program Katherine H. Walsh
Director, Student Environmental Resource Center
University of California, Berkeley
April 2014
2
Why a Student Environmental Internship Program? • Students are seeking environmental and sustainability-related
leadership and professional development in preparation for post-college plans.
• Students are seeking non-academic environmental and sustainability educational opportunities.
• Students are seeking mentorship from and collaboration with experts and professionals.
• On- and off-campus staff have time and project opportunities for student interns.
• UC Berkeley has a responsibility to educate and train its student for global civic responsibility.
3
Potential Internship Placements • We received 11 individual requests spanning 8
campus departments requesting 23 student interns.
– This could easily be expanded through contacting
additional departments and off-campus employers.
• Topics included habitat restoration, energy, water,
transportation, built environment, and behavior
change.
First Eco Reps Program, Tufts University, 2001
The program had clearly stated goals, including:
• Train a core group of students as environmental educators
and activists;
• Increase overall student awareness of environmental
actions and ways to effect individual change on campus;
• Institutionalize environmental stewardship within the student
body.
– Erickson, Christina. Student Sustainability Educators: A Guide to
Creating and Maintaining an Eco-Rep Program. AASHE 2012.
5
Environmental Leadership Program (National)
Program topics include:
• Building Community and Leading across Differences
• Creating Learning Organizations
• Developing Partnerships and Collaborations
• Utilizing Strength-Based Leadership
6
Sierra Student Coalition Summer Grassroots Leadership Training Program (SPROG)
• Setting Strategy and Planning Campaigns to Win Real
Change
• Working with the Media
• Confronting Oppression and Standing up for Justice
• Meeting with Decision Makers
• Building your Base and Developing Leaders
• Effective Meeting and Group Facilitation
7
UC Berkley Program Focus
• Provide UC Berkeley undergraduate students with a year-long professional and educational environmental leadership experience.
• Connect the participants with campus and local experts for opportunities of mentorship and advising.
• Provide participants with a professional and paid internship that includes hands-on technical environmental experience.
• Offer required educational trainings and events that explore the 3 E’s (Equity, Economy, Ecology) and help participants to develop “eco-consciousness” and values of environmental stewardship.
8
Program Implementation Steps 1. Conceptualize Program Vision and Capacity.
2. Develop the Program.
3. Recruit.
4. Manage the Program.
5. Assess the Program and Determine Change Points.
6. Develop an Alumni Network.
9
Step 1: Visioning
1. Assess the student need for environmental leadership
and professional development programs.
2. Assess potential campus partnerships and support.
a. Could be potential mentors & supervisors.
3. Establish program goals/focus and priorities.
4. Assess internal leadership and supervision capacity.
5. Determine the ideal size of the program.
6. Gauge funding options for program.
10
Step 2: Develop
1. Develop Learning Objectives and Program Outcomes.
2. Develop Assessment Strategies.
3. Map out a Program Timeline.
4. Create an Intern Application and Contract.
5. Create a Mentor Application and Contract.
6. Develop Marketing and Outreach Strategies for Program.
7. Develop Intern and Mentor Educational Training Programs (flexible).
8. Secure Funding.
11
Program Logistics • 10-15 Berkeley undergraduates as interns.
• 10 mentors and supervisors.
• Academic Year Program; Accelerated Summer Program.
• Paid Internships at $12.00/hr.
• Interns required to work 8 hours per week with staff projects.
• Interns required to meet all together every week.
• Interns required to complete 2-4 educational hours/week
(includes meeting together).
• Interns required to take one of two SERC DeCals during the
year.
12
Potential Learning Objectives
• Each student will be able to define the 3 E’s and explain their interrelation.
• Each student will be able to explain how sustainability relates to their lives
and their values, and how their actions impact issues of sustainability. (ACPA)
• Each student will have completed Strengths Quest and developed an action
plan with their Mentors’ and SERC Director’s support.
• Each student will understand principles of new wave environmentalism and
examples of related actions.
• Each student will have contributed to campus environmental stewardship by
1) completing a campus sustainability project and 2) educating the campus
community about the principles of sustainability.
• Each student will have completed X total hours of education and training.
13
Step 3: Recruit
1. Publicize application process to mentors.
2. Select mentors and projects.
3. Publicize application process to students
4. Hire and match student interns with mentors.
5. Train and sign contracts with both parties.
6. Clarify or edit learning objectives.
7. Mentors and interns develop work plans using SMART.
8. Program Director conducts initial knowledge check
surveys of interns.
14
Step 4: Manage 1. Empower, support, and educate interns.
2. Train and support mentors.
3. Provide consistency and historical knowledge.
4. Track success and challenges.
5. Adjust and troubleshoot.
6. Document, document, document.
15 11/15/13 | Lorem Ipsum
Theories and Educational Themes • Adaptation & Risk
Management
• Environmental Quality
Improvement (Resources)
• Enoughism vs. Consumerism
• Environmental Markets
• Restoration
• Human Behavior
• Environmental Justice
• Ecofeminism
• Biodiversity
• Personal Development
and Leadership
– Accountability
– Responsibility
– Honesty
– Integrity
– Civic Engagement
– Leveraging One’s Strengths
Collaboration
Common Purpose
Controversy with Civility
Civic/Community Responsibility**
Consciousness of Self
Congruence
Commitment
Social Change Model of Leadership
Group Values
Individual Values Society/Community Values
** instead of using “Citizenship
Adapted from Astin, Helen S. and Alexander W. Astin. A Social Change Model of Leadership Development Guidebook Version III. The National Clearinghouse of Leadership Programs, 1996.
17
Lessons from Nature “Nature runs on sunlight.
Nature uses only the energy it needs.
Nature fits form to function.
Nature recycles everything.
Nature rewards cooperation.
Nature banks on diversity.
Nature demands local expertise.
Nature curbs excesses from within.
Nature taps the power of limits.” - Benyus, Janine M. Biomimicry: Innovation Inspired by Nature. New York: Harper Perennial, 2002. Print.
18 11/15/13 | Lorem Ipsum
Skills and Practice • Planning & Executing an
Education and Behavior
Change Campaign
• Strategic Planning
• Implementing a Vision
• Public Speaking
• Partnership and Team
Building
• Grant Writing
• Budget Management
• Project Management
• Analyzing and Reporting
Quantitative and Qualitative
Metrics
• Community-Based Social
Marketing
• Measuring Success
• Soft Job Skills
• Interpersonal Skills and
Sensitivity
• Fundraising
• Policy Writing
19
Collaboration with SERC Student Directors
• Assist with shaping the intended learning outcomes.
• Conducting publicity and outreach to on- and off-campus partners
to serve as the internship supervisors and mentors.
• Conducting publicity and outreach to fellow undergraduate students
to apply to the program.
• Participating in grant writing and fundraising for the program’s
financial needs.
• Planning monthly educational seminars, workshops, and events for
the interns and other interested students.
• Lead or teach some of the educational trainings for participants.
20
Step 4: Assessment
• Interns kept personal journals of status reports.
• Evaluate intern work plans that were established using
SMART.
• Interns complete 360 evaluations at the end of each
semester; fall evaluation results should be used in
development of spring semester work plan.
• Evaluate learning objectives each semester.
• Peer-to-peer evaluation of interns upon giving
educational trainings or presentations.
21
• Quiz or review of key program terms and theories.
• Interns fill out surveys on program, supervision, and
support.
• Conduct exit-interviews.
• Submission of project reports, evaluation of project
metrics. Author how-to guides of projects.
• Evaluation of interns participation and performance in
all requirements.
22
Step 5: Alumni Network • Graduates of the Student Environmental Internship
Program can become peer or alumni mentors.
• Alumni can assist with expanding the mentor network to
include colleagues or fellow alumni.
• The mentoring network would grow each year; the
program could host network-only events and provide
special educational opportunities.
23
In Closing…
“Educate students who will become the leaders of our
world so as many people as possible on the planet are
healthy and can meet their basic needs; have fair and
equitable access to Earth's resources; have a decent
quality of life; celebrate cultural diversity; are realizing
their highest aspirations; and restore and preserve the
biologically diverse ecosystems on which we all depend.” – Envisioning a Student Affairs Division that Supports Sustainability,
http://www2.myacpa.org/images/about-
acpa/docs/Student_Affairs_Vision.pdf
– Modified from Second Nature