1. A "Sustainable" Competition
- 2.1 A 'Sustainable' Competition (Martha May - Megan Bernstein - Sarah Cole)
- 1.1. What
- 1.2. Why this action makes things more sustainable?
- 1.3. How
- 1.3.1. "Cradle to Cradle" design
- 1.3.2. Questions for the unified survey
- 1.3.3. Analysis of the results in the survey
- 1.3.4. Incentives
- 1.3.5. Relationship with the "Sustainability Club" (SC)
- 1.3.6. How will this action be sustained when you are not here?
- 1.3.7. Document format
- 1.3.8. Copyright license of your report
- 1.4. Time-sheet / Chronogram
- 1.5. References & Links
- 1.6. Students involved in this action
A"Sustainable" Competition involves contacting teachers from the IES faculty and encouraging them to be more "sustainable" in their classrooms. Some suggestions are using online readings and encouraging students to read the articles online instead of printing them AND if they insist on printing, encouraging them to keep the printer set to it's default so that readings are double-sided. At the end of the semester going-away party; students will have the opportunity to nominate the most sustainable teacher. This teacher will then recieve a small gift from a local fair trade store in Barcelona. Teachers will be told about the incentive in the e-mail. So far I have contaced Jane from the Administration to ask for an alias e-mail so that I can contact all of the teachers in IES. I have drafted my e-mail and I have also drafted the survey for the end of the semester party. I have also surveyed 35 IES students and am in the process of determining a winner.
1.2. Why this action makes things more sustainable?
A "Sustainable" competition is designed to improve the sustainability of IES Abroad Barcelona through many different outlets. The first being changes in attitudes in regards to using resources. Teachers will not take advantage of resources such as paper and electricity. This change in attitude will affect students in their courses and go hand in hand in making IES Abroad Barcelona a more sustainable program. In addition teachers and students alike will reduce dependecy on paper and electricity. By reducing our dependency we will in turn leave less of an ecological footprint in IES Abroad Barcelona and the surrounding community. A "Sustainable" Competition also has long term effects by helping students and teachers become more comfortable with using technology which will encourage the use of reading texts online and not printing out their readings. This competition also includes an incentive from a SLEN or sustainable local enterprise network which will help the local community more then a gift from a TINA business. Finally A "Sustainable" Competition has many feedback loops that benefits students, teachers, IES Abroad Barcelona, and the city of Barcelona.
1.2.1. SWOT Analysis
Strengths:Teachers will order less readers and save paper which will also save students money because they won't have to pay for readers
Save IES money because they won't have to buy as much paper if there is an emphasis on using online readings
Incentive for teachers and staff because of a gift from the local fair trade shops in Barcelona for whoever is voted most 'sustainable' teacher
In the longrun, IES will become a more sustainable abroad program
Will teachers who have been using the readers in their classes feel comfortable switching to online texts?
How can I guarantee the teachers will pass on this knowledge of being more "sustainable" after winning the competition?
Opportunities: Knowledge (Sustainable efforts will be demonstrated by teachers and share knowledge to other faculty and staff as well as to students)
Economic (IES will save money by using less paper and spending less money on electricity bills)
Threats: :Is a small gift from a local fair trade company enough of an incentive to encourage IES staff to be more "sustainable"?
Student's lack of participation in filling out surverys at the end of the semester
The vailidity of the surveys may pose a problem
"Sustainable" efforts might not be continued in the future without incentives for the teachers and staff
Students might complain that it is too time-consuming to download PDF's and print them (when needed)
1.2.2. Feedback loops
The first feedback loop is that using online texts instead of readers which will lead to saving paper if students read online instead of printing. Using online texts also leads to students saving money because they won't have to pay for readers. Both paper and money are saved, therefore benefiting both students and the environment.
Another loop is that if teachers are sustainable they will be rewarded with a fair trade gift and my money used to buy the fair trade gift will put more money back into the local network than a souvenir from a non SLEN store, this in turn benefits the teachesr who live here. This is a reinforcing loop because the potential and benefit for the teacher will make him or her increase the first action of this loop which is by being a more sustainable teacher. This loop has been completed.
1.2.3. Potential Benefits
Not only will IES benefit but so will teachers and students beacuse money will be saved for the program on paper and electricity. And students will save money by not buying readers. IES will also save money on paper and electricity which can then be used on other things that will benefit teachers and students alike. There is also an element of knowledge that will be gained and that is the use of technology for teaching and learning. It keep everyone up to par on the current abilities of laptops and technology in general. Students will also get more practice with online engines such as IES abroad moodle, where teachers can post readings and PDF's. In addition IES should provide teachers with re-fillable pots for the white-board markers. This will help teachers be more "sustainable".
1.2.4. Potential Costs
Money will be needed to buy gifts from local free trade shops. I am willing to pay for this because of the lasting benefits of spreading awareness and offering an incentive. I will also need to print surveys but I plan on putting 3 surveys on a single sheet of paper in order to not use a ton of paper. I will also need to buy some pens for students to use to fill out the surveys. As far as time I taken time to draft a survey as well as an e-mail to teachers of IES about the competition. Lastly, at the end of the year party I am going to need to make sure the surveys are readily available and I will be using two other students from my class who I have collaborated with to help facilitate and collect the surveys.
So far I have sent an e-mail to Cat (the secretary at IES's front desk who is responsible for sending out e-mails to faculty and staff when issues arise) which is going to be forwarded to all of the IES professors alerting them of the competition. The e-mail includes suggestions for being more sustainable as well as the incentive (gift from a fair trade shop) that will be rewarded to the 2 most "sustainable" teachers in IES as voted by the students. In the final weeks before I return to the states I am going to survey students at the IES farewell party and ask who their most "sustainable" professor is/was. The top 2 most "sustainable" professors will be given a fair trade shop gift before I depart.
Note: Two days before the farewell party, when asking a variety of the students I found that not many students were planning on attending the Farewell party. For this reason I, along with Megan Bernstein, and Sarah Cole passed out surveys during the day to IES students both in our classes and students lounging in the IES building. This proved to be effective and I collected a total of 35 surveys.
In a perfect world I would have been able to contact the IES professors before they even ordered their readers and tried to persuade them to not order readers and put all of their readers in an online PDF format. Unfortunately that just was not possible. It also would have been more effective if I had been able to contact teachers before the middle of March because there is such a short amount of time left for teachers to change their ways. In addition if I had more time, I would have designed and hung posters with the "sustainable" criterion throughout IES to put more pressure on teachers and to remind students what they should be looking out for.
Here is the e-mail that was sent to all of the teachers in IES and my survey question:
My name is Martha Tahsler and I am running A “Sustainable” Competition. At the end of the semester IES party students are going to be surveyed to find the 2 most sustainable professors in IES. The 2 winners will be rewarded with a gift from a local fair trade shop.
In order to be more sustainable…
-use recycled paper
- print on both sides of paper
- put readings online instead of ordering readers
-encourage students to also hand in paper on double-sided sheets of paper
-turn off lights when using projector so it is easier for students to read the screen and to save electricity
-use re-fillable pots for white-board markers
Thanks for taking the time to read this e-mail and for considering what you can do to be a more sustainable teacher.
Survey Question: Who is your most "sustainable" professor? (In terms of paper and electricity usage)
1.3.1. "Cradle to Cradle" design
By using less paper and electricity in the IES building, money will be saved. The money that is saved can be used for other initiatives. In addition I am going to use recycled paper from the IES study lounges and recycling bins for the surveys and posters. This is a "cradle to cradle" design because I will not be creating any waste.
1.3.2. Questions for the unified survey
Have you noticed some professors, fieldtrips, or housing accomodations through IES that are more "sustainable" than others?
1.3.3. Analysis of the results in the survey
There were only 20 out of 380 students to fill out the survey which is not very helpful. I was one of the students, so in my case I only have 19 other people's opinions. I also changed my action too late and my survey question did not get put into the survey.
I am going to buy fair trade shop gifts for the 2 most "sustainable" professors. I tried working with IES staff to get some money in order to fund this incentive. However, time again ran out; so I am paying out of my own pocket. I have put a limit on the gifts at 30euros total for the two. In the future students should talk with Caterina (IES front desk secretary) for my guidance as to who exactly to talk to in order to have the fair trade shop gifts funded. These gifts are good incentives because most likely professors who are interested in being more sustainable are familiar and support fair trade shops and will be interested in a reward for their efforts. In other words professors who are "sustainable" and will most likely win the competition and appreciate a gift from a local fair trade shop.
These gifts from the fair trade shop are also going to fit the waste-food principle as a way of supporting a more "sustainable" world.
If I had more time, I would have talked with the IES administration to see if students willing to fill out the survey could have an extra glass of wine at the farewell party. Unfortunately I did not have ample time to make this incentive a possibility.
1.3.5. Relationship with the "Sustainability Club" (SC)
I am a member of the "Sustainability Club" and my action is helping to promote sustainability for teachers and students at IES through offering professors a reward for thinking twice about printing and considering using online readings in the future as well as for using re-fillable pots for white-board markers.
1.3.6. How will this action be sustained when you are not here?
Teachers will continue their sustainable actions in the future. In addition hopefully another student will continue my action next semester and be willing to contact teachers again, as well as buy a small gift to offer as an incentive.
1.3.7. Document format
This document is formatted using html.
1.3.8. Copyright license of your report
Attribution CC BY Share alike: This license is flexible in the sense that it allows other students to remix, tweek and build upon my original work as long as they credit me for the advancements they made. The other thing that must take place is that they must license their new creation under this copyright license, this in return will allow for commercial use.
I have chosen this license because I am hoping that another student will continue with this action and I want them to have access to my research, information, and ideas in order to build upon them and improve my work.
1.4. Time-sheet / Chronogram
January- Contact Professors with ideas of how to be more sustainable in their classrooms. Contact IES about providing money for re-fillable pots for white-board markers.
February- Send another reminder to Professors encouraging them to more sustainable
March- Prepare survey for IES farewell party. Hang posters in the hallway to help put pressure on teachers to be more "sustainable"
April- Again, send another e-mail to Professors. Buy fair trade shop gifts. Prepare for survey and recruit friends in IES to help facilitate surveys and collect responses. Compile responses and reward teachers with the gift. Finally, send out an e-mail to all of the professors congratulating the most "sustainable" teacher and include bullet points that educate as to why students said they choose this professor. Work with IES to have a small plaque put in the teacher faculty lounge with the names of the annual winners of the "sustainable" competition.
1.5. References & Links
Green Your: Your Guide to Green Living, 2008, http://www.greenyour.com/office/office-operations/waste-and-recycling/tips/default-to-double-sided-printing-and-copying
Source Reduction, 2011, http://www.conservatree.org/paper/Choose/SRpractices.shtml
Waste- Non-Hazardous Waste- Municipal Solid Waste, 2011, http://www.epa.gov/epawaste/nonhaz/municipal/index.htm
Jeff McNeeley, Economics and biological diversity: developing and using economic incentives,1998, http://books.google.com/books?hl=en&lr=&id=R9djVOkOY_YC&oi=fnd&pg=PR3&dq=benefits+of+using+incentives&ots=EsvQ1zgI65&sig=h00wMLUVuWZU8HyUser-yM_6iEs#v=onepage&q=benefits%20of%20using%20incentives&f=false
1.6. Students involved in this action
Megan Bernstein and Sarah Cole are going to work with me. I am the leader of this action but they have committed to helping contact teachers and staff as well as holding students accountable for filling out the survey and rewarding the most sustainable. This is my new action so I am the leader but I have kept an open-line of communication with them in order to bounce around ideas as well as express my expectations for them. Sarah and Megan also helped pass our surveys to students in their classes as well as in the IES building.
Sample Survey Question: Who is your most "sustainable" professor? (In terms of paper and electricity usage) List a few reasons why they are "sustainable".
Assignment 4: Peer review form
Grades for this action report (From the PROFESSOR)