|Timestamp||Name||Institution/Organization||Position/Role||1.1. Comments on the student organization indicator||2.1. Comments on the student outreach and education indicator||2.2. Comments on the percentage of students participating indicator||3.1. Comments on the employee outreach and education indicator||3.2. Comments on the percentage of employees participating indicator||4.1. Comments on the culture assessment indicator||Please provide any suggestions you may have for Exemplary Practice credits related to Campus Engagement||Additional comments on Campus Engagement in STARS|
|3/15/2022 17:34:16||Michael Lizotte||UNC Charlotte||University Sustainability Officer||We could use some clarification on "average annual student participation during the previous three years". Do we need 3 full years of data? Can we argue to not count an anomolous year (e.g. pandemic, natural disaster, etc.). The latter may not be an issue if this was written as something like "annual student participation during one or more of the previous three years", and we entered data for each year with AASHE doing the averaging.||Will it be okay to count Green Office and Green Lab programs for this credit (as |
training opportunities" and/or "outreach and education offerings") and for Exemplary Practice credits?
|There are several reasons to suggest that the levels for employees should be lower than they are for students (e.g. scaled 0-25% instead of 0-50%). Turnover is much lower, %/year to orient is much lower, depth/stickiness/info-retention of staff education could be much higher (e.g. frequency of re-training might be 2+ years). We also need definitions for counting employees. Do we include temp workers, part-time workers, student workers, remote workers, and contractors? Are we using the same definitions as we use for living wage? Going by the two entries under "Definitions", I am still unsure about some of the workers I listed above. Maybe FTE would be a better baseline for this % calculation.||For all 4: Should we provide evidence that the program is active? For example, a requirement to list specific examples of program participation in the past year.|
For Green Athletics, we may need a warning that this is not simply a membership to an organization (e.g. Green Sports Alliance) or membership in a league that has sustainability initiatives.
|3/18/2022 15:38:15||Margaret Bounds||Connecticut College||Director of Sustainability||I think this is a good simplification of the various credits. I do wonder how you will define "formally recognized." On our campus we have both registered and affiliated student organizations - I assume both would be considered formally recognized. Affliated are sponsored by a department or office, registered orgs are formally registered through Student Government and are able to receive funding.||I think this is a good simplification of these credits, though I do think figuring out how to assess effectiveness and participation is going to be difficult.||I think it is going to be very difficult to make an accurate assessment here. There are so many different ways that students participate - through formal membership in clubs/orgs or by just attending events from various organizations that they may or mat not be members of. It seems like we would need to ask every sustainability-focused club to track their membership and event attendance? And then I would expect that we would count some students many times. I am just not sure how feasible it is to get good data for this.||This seems like a good simplification of this credit.||It seems much simpler to get numbers for this indicator vs. students. We track pretty closely the number of employees participating in green teams and in our trainings.||I mentioned this in my feedback on the literacy survey, but I am curious why there is a focus on having a quality review process? Would working with our Office of Institutional Research to develop the questions constitute a quality review? It seems like these questions would be so particular to what each institution wants to ask, that outside review may not be very helpful.|
|3/25/2022 12:55:24||Alexander Oster||Concordia Univeristy||Coordinator, Student Engagement||What if an institution has several groups of this nature? What if these groups are a mix of paid student-staff, and volunteers?||If the co-curricular activities are offered by student associations, with the support of the institution, does this count? |
Would training provided to student leaders about their Orientation/Frosh programming also be eligible?
Should there be a weighting to these credits depending on the depth of these co-curricular sustainability offerings (as opposed to scale in the subsequent credit)?
|While this is proscriptive: could there be credit allotted to institutions which implement hiring policies, or training policies which encourage sustainability-focused training? |
how about flex-hours for professional development scheduling that is sustainability focused? Often a barrier which emerges is the time required to integrate new sustainability knowledge into existing job profiles.
|Great indicator. Could a meta analysis of multiple survey samples also qualify as comprehensive?||The Green office program is wonderful, but not truly in keeping with the centralized nature of procurement for many large institutions.|
|3/25/2022 18:34:11||Daimon Eklund||University of Washington||Sustainability Communications Manager||It will be very difficult for us to determine numbers of students participating, as there are activities organized by a wide variety of departments, offices and student groups on campus and there is no centralized contact or even tracking of participation numbers across groups. I understand that the number of students participating is more meaningful than the number or types of activities available, but it's a near-impossible metric to track at a large university with decentralized activities. We have run into this same trouble internally, as we tried to set an engagement target as part of our Sustainability Plan and have discovered the difficulty of tracking this participation.||There is some of the same issues here as in the percentage of student participation, although there are generally fewer activities targeting staff as compared to students, which makes the task somewhat easier.|
|3/31/2022 17:29:52||Nina Morris||University of Pennsylvania||Sustainability Director||Some sustainability offices have developed their own green lab certification programs. How does an office get their programs approved by AASHE? Perhaps you could take a similar approach to the Green Office Credit where an institution could provide a link to the published criteria by which their labs are assessed.|
|4/5/2022 21:22:45||Jennifer Morse||Auburn University||Sustainability Office Staff||Seems clear and simple||Would be good to clarify the breadth of peer to peer options that could apply, for example we have peer to peer that focus on wellbeing - and do connect to sustainability, but not necessarily the nature component only, and not always. Do you have examples of methodology used to assess programming?||Again, might be nice to give examples of how one would assess the reach and effectiveness.||We do a modal survey to see how employees and students are getting around campus, would this subset of sustainability apply? How comprehensive should it be? Maybe link to examples of existing assessments?|
|4/7/2022 14:46:30||Samantha Ford||University of Pittsburgh||Sustainability Projects Coordinator||For peer-to-peer it mentions a green office program, which we have. It is lead by sustainability staff but employees volunteer to enroll and work as an office team to get certified. Does this count as peer-to-peer? This is unclear to me given the new description.||We have a professional certificate for employees that require they take multiple classes- is there a way to weigh this kind of participation vs just attending an event?||Green Home Office certification for employees who work remotely/hybrid|
|4/13/2022 15:35:57||Chelsea Malacara||Marquette University||Sustainability & energy management coordinator||Given that sustainability offices are exceedingly stretched thin, formal assessments to measure effectiveness for broad outreach programs might add another burden to an overloaded system. I would like to propose the assessment criteria within the credit include assessments and evaluations performed as part of an Eco-rep, sustainability ambassador, sustainability internship program within the sustainability office or other relevant department. For example, among my sustainability interns I conduct assessments of learning, knowledge and experience at the beginning and at the end of the academic year internship program.Due to the high impact nature of these experiences for students, I believe measuring and understanding the value and effectiveness would communicate the value of them within HEI's. If the intention is that this type of assessment could be included, it would be useful to be explicit.||It would useful if AASHE could provide a list of questions 5-10 that must be asked on this assessment to standardize the way success in outreach and engagement is measured, and help institutions collectively improve these efforts.||Sustainability Living and Learning Community.|
|4/20/2022 20:10:20||Stephania Fregosi||Portland Community College||Sustainability Analyst||looks okay - what do you mean by formally recognizes? Does that mean it has a college advisor?||The focus on a peer to peer educator program works well for four year schools that can maintain student continuity and have few part-time students. It does not work well for community colleges.||How does this take into account part-time students who have jobs, families and other commitments outside of school?||Looks good, although I'd like to see more guidance on assessing the effectiveness. At a large institution like ours, there is a definite fear of survey fatigue.||A representative sample survey is very costly and likely requires an institution where sustainability is supported at the executive level only.||A credit for inclusion of sustainability in Community Based Learning programs|
|4/27/2022 16:05:23||Elaine Durr||Elon University||Director of Sustainability||Suggest adding guidance and/or examples for criterion A.||I understand the rationale for including this metric; however, actually determining it will be challenging. The result will likely be very inconsistent across institutions. Consider adding more guidance/parameters to determining it or removing it.||Suggest including guidance and/or examples for criterion A.||I understand the rationale for including this metric; however, actually determining it will be challenging. The result will likely be very inconsistent across institutions. Consider adding more guidance/parameters to determining it or removing it.||Criterion D: Does this need to be done on a regular (or recurring) basis? Or is doing a review process when the assessment was developed sufficient?|
|4/29/2022 3:59:11||Catherine Elliott||University of Tasmania||Senior Sustainability Officer||Excellent criteria, thank you||It would be good to include either partial points or an exemplary practice point for actions that specifically address the major challenges we face: biodiversity loss, climate action, vulnerable groups, indigenous rights and diversity on campus. The current wording for sustainability focus is too general in the criteria and it would be good to specify and reward activity that is specifically designed to meet the key challenges of our time. We could receive full points for this criteria based on wide reaching campaigns that do not address key challenges, such as wide participation in Earth Hour once a year. Whereas a successful energy audit project involving 10 students and 20 staff in one building, implementing energy efficient measures and reducing energy use in the building by 30% would not receive any points because the percentage of people across the university who participated is too small, yet this project would have far more lasting and measurable impact for both the people in the building and their energy consumption. The criteria could also be rewritten to include a point for how a university identified the outreach campaigns, for example we could re-run the reusable cup campaign each year and receive points without us knowing or addressing the challenges that our communities think are important, it would be good to receive points for identifying the challenges our student community would like us to prioritise and acting on them.||Universities are very different sizes, 50% participation rate is very different for a small to medium sized university compared to one with multiple campuses across states such as ours. It means we are unable to get points for effective, small scale projects that meet their project aims. For example, a student outreach project to rehabilitate the habitat for a rare and threatened species on campus that involves 30 students physically in mapping and replanting has a far more meaningful and measurable outcome than a poster campaign to bring a reusable cup on campus. Yet the poster campaign allows us to achieve points because it is available to all students, not because of the impact it has. A valuable citizen science project that we run to collect biodiversity data for the campus is not recognised in the current wording because the wording requires 50% of students to have participated. We may run a biodiversity citizen science project effectively with only 30 students and not require 50% of our students to participate to achieve the goals of the project.||Same feedback as previous comment, sustainability focus is ok, but also need to include addressing key challenges for the community. Such as through partial points for programs that are specific to biodiversity loss, climate change, vulnerable populations.||Same feedback as previous comment, an effective program in the university would not be able to achieve points in this criteria if it was only designed for 30 participants a year. Yet an ineffective broad scale campaign could achieve points.||Good inclusion||Good inclusions, I would also recomend Green Arts Program to specifically recognise art contributions to sustainability.|
|4/29/2022 21:54:43||Karen Oberer||McGill University||Sustainability Officer||Unclear about what it means for a student group to be "formally recognized" by the university. Some clarity needed here.||While I agree that it is a good idea to remove the inventory requirement, I think more guidance will be needed to illustrate how estimation of co-curricular activities will work in practice. Perhaps some examples can be provided.||Same as earlier comment: some guidance will be needed on how to estimate employee participation.||The changes look good!|