ACPA’s Presidential Task Force on Sustainability January 10, 2007

1. ACPA’s Presidential Task Force on SustainabilityJanuary 10, 2007 Kathleen Gardner, Co-Chair of the Task Force; and Associate Director of Residence Life, Southern Illinois U-Edwardsville Kathleen G. Kerr, Member of the Task Force; and Director of Residence Life, University of Delaware

2. ACPA’s Presidential Task Force: History • The issue of sustainability was integrated into the ACPA President’s platform; • Taskforce members were strategically chosen for their ability to represent a variety of constituent groups within ACPA and the profession; and • Meetings were held in May 2006; July 2006; and November 2006 (retreat).

3. ACPA’s Presidential Task Force: Purpose • “What do our students need to be successful in their adult roles of career person, family member and community member?” • Making invisible impacts visible. • Practicing sustainability on campus and in external communities connected to student learning.

4. ACPA’s Presidential Task Force: Accomplishments • Created a “primer” document on sustainability • Submitted program proposals for the Living Learning (accepted), ACPA/NASPA Joint Meeting (accepted), ACUHO-I, and First-Year Experience and Students in Transition Conferences. • Integrated sustainability into current professional development opportunities provided by ACPA (i.e. The Residential Curriculum Institute). • Developed a website which highlights ACPA’s commitment to sustainability, Points of Pride, PowerPoint presentations, the primer document, and a suggested readings list.

5. ACPA’s Presidential Task Force: Accomplishments (cont.) • Collaboration with other national higher education associations: • AASHE – for example, assisted with the selection of campus sustainability leadership awards • HEASC– committee participation • Development of Student Learning Outcomes and Strategies

6. Student Learning OutcomesACPA’s Sustainability Taskforce, 2006 • Each student will be able to define sustainability. • Each student will be able to explain how sustainability relates to their lives and their values, and how their actions impact issues of sustainability. • Each student will be able to utilize their knowledge of sustainability to change their daily habits and consumer mentality. • Each student will be able to explain how systems are interrelated.

7. Student Learning Outcomes (cont.)ACPA’s Sustainability Taskforce, 2006 • Each student will learn change agent skills. • Each student will learn how to apply concepts of sustainability to their campus and community by engaging in the challenges and solutions of sustainability on their campus. • Each student will learn how to apply concepts of sustainability globally by engaging in the challenges and the solutions of sustainability in a world context.

8. Strategies: • Residence hall programs; FYE and orientation programs; campus speaker series; bulletin boards; service and service learning experiences; curricular and co-curricular collaborations (e.g. general education outcome and infusion throughout the disciplines - first year community reading book); town hall forums; study- and service-abroad experiences; film series; speaker series; media festivals; information in campus media outlets; office of multicultural affairs/diversity programming; curricular and capstone projects, one-on-one conversations with student affairs staff members; programs sponsored by campus faith-based organizations and offices; curricular projects; signage on existing energy efficient/renewable energies buildings/ operations; Residence hall, student organization, fraternity and sorority, and intramural/club sports competitions; personal contracts; community (floor) agreements; health & safety checks with resident feedback; campaign by campus transportation units; sweatshop free bookstores and purchasing policies catalyzed by students; development of educational modules on change agent skills to be distributed for use by educators; involvement in campus leadership positions; town hall forums; conference attendance; problem based learning in curricular and co-curricular settings; attendance at meetings where policy is discussed and decided upon: town and gown, city council, county council, Board of Trustees.

9. Strategies (cont.): • Participation in political campaigns; service and service learning experiences; modify the institution’s and student organizations’ practices, mission statements, and constitutions; utilize student governance structures to request compliance with LEED and other sustainability standards; awareness raising campaigns; letter writing campaign and implementation project for sustainable practices in dining services unit on campus; work with campus facilities/grounds units to assess current practices; work with facilities and business office to create more sustainable operations and standards; organization of community recycling and reduced toxins program; environmental impact statements from Residence Hall Governments and campus student governance groups; “Walk Don’t Ride,” “Do It in the Dark” campaigns; collaboration with campus transportation units; Facebook groups; curricular “change” projects; utilize campus media to carry message; career services center programming and ,counseling; graduation pledges or FYE pledges (currently Graduation Pledge) that are implemented throughout the undergraduate experience; alumni activities; speaker and film series; service and service learning experiences.

10. ACPA’s Presidential Task Force: In the Works • Facilitate a sustainability-themed conference in 2008 • Develop an ACPA award recognizing leadership in campus sustainability • Create an e-learning seminar on sustainability • Integrate sustainability into CSP/higher education graduate programs via the Commission for Professional Preparation • Provide “train the trainer” sessions to prepare ACPA members to be change agents on their campuses

11. ACPA’s Presidential Task Force: In the Works (cont.) • Create a Senior Student Affairs Officer’s pledge • Develop a list of sustainability-themed campus activities • Articulate change agent skills and resources • Continue to find ways to benefit individuals and institutions committed to issues of sustainability

12. ACPA’s Presidential Task Force: Lessons Learned: • Involve people who are willing to learn – and have enthusiasm (despite their ignorance!) • Utilize your resources (we’ve abused Debra!) • Don’t recreate the wheel– there are lots of resources out there! • Division of labor – with tracking and encouragement – maximize people’s strengths • Keep a constant eye on future projects – but don’t let the group get overwhelmed by what is yet to be accomplished • Have fun!!!

13. ACPA’s Presidential Task Force: Contact Information Kathleen Gardner kagardn@siue.edu Kathleen G. Kerr kkerr@udel.edu