Education and Institutional Commitment
Introduction
This section examines both environmental education at Marlboro and Marlboro's general commitment to environmental sustainability. In terms of education, this report details the curriculum's focus on sustainability and students' actual academic involvement with environmental material. The larger part of this section addresses all types of institutional initiatives, including faculty and staff training, community projects, self-assessment projects, and other initiatives. Altogether, this section focuses on the future impact of Marlboro College more than assessing its present impact.
Data Collection
Sustainability in the Curriculum
Percentage who get environmental studies degrees
- 2010: 5 of 80 - 6.25%
- 2009: 5 of 75 - 6.67%
- 2008: 5 of 74 - 6.76%
- Total: 15 of 229 - 6.55%
Many students who did substantial amounts of work in environmental sustainability are excluded from this figure, because their Plan was in other areas. Recent examples of Plans in this category include, but are not limited to, a study of the relationship between agriculture and sustainability, an interdisciplinary study of environmental management, and an exploration of the potential of solar power in becoming a primary source of energy in the United States
Number of environmental courses taught per semester (average):
About 1.5 per semester (3 per year)
- Spring 2011: 1
- Fall 2010: 3
- Spring 2010: 0
- Fall 2009: 2
- Spring 2009: 1
- Fall 2008: 2
- Spring 2008: 2
Tutorials:
The number of sustainability-related tutorials varies significantly from semester to semester, and is basically a measurement of the interest of Plan students. Examples of recent sustainability-related tutorials include (and are not limited to):
- The Social and Environmental Effects of Open Pit Mining
- The AC Grid and Wind Turbine Integration
- The Future of Food
Student work in sustainability:
- Of survey respondents, 27.4% of students have done sustainability-related academic work
- Of survey respondents, 24.6% of students plan to incorporate sustainability into their academic program; 29.7% of students are unsure
Faculty & Staff work in sustainability
Of survey respondents, 49.3% of staff and faculty have done some research or professional development in sustainability
6.7% of them have done so as their main focus
Community Involvement
Community member involvement with sustainability initiatives (work day, etc.):
Of survey respondents:
- 46.3% have done farm work
- 21.1% have helped with construction of the OP building
- 25.9% have helped with construction of the greenhouse
- 25.9% have done Town Meeting Committee work relating to sustainability
- 26.5% participated in 10:10:10 projects
Groups that focus on sustainability:
- EAC: advises the president in environmental matter
- EQC: oversees environmental activism on campus
Sustainability-related speakers, lectures, and film showings:
This semester, the college has brought in two speakers:
- Ben Hewitt: The Town that Food Saved
- Matthew Hoffman: Why Buy-Local Campaigns and Entrepreneurship are not Enough
There have also been more speakers and a related film showing at the graduate school.
Marlboro's sustainability plans and goals
Strategic plan for sustainability:
Marlboro does not have a specific strategic plan for environmental sustainability, but improvement of the physical environment is one of Marlboro's four guiding goals for 2009-2014. In order to accomplish this goal, Marlboro will:
- Operate with a Master Plan that incorporates historic preservation, aesthetic appeal, structural and functional integrity, energy efficiency, and landscapes that are in harmony with the surrounding environment.
- Make environmentally-conscious stewardship behavior a common value, by conducting community education on energy efficiency, environmental impact and facilities maintenance.
- Create opportunity for student engagement in the care of the physical plant through student employment and volunteer activities.
Socially/environmentally responsible investment program:
There is an ongoing conversation at the board level on socially responsible investing. Our board investment committee discusses environmental and social factors when making investment decisions. Student and faculty representatives to the board participate in these conversations.
Environmental mission statement:
Marlboro College, in advancing its mission, acknowledges and celebrates the inherent connections between the educational work we do and the places where we do that work-on campus and in our local and global communities. Recognizing its role and responsibility as an environmental leader, Marlboro College commits to limiting its environmental footprint by using energy efficiently and resources wisely. We, its resident and affiliate members, shall foster among ourselves a sense of stewardship for the natural resources on which we depend and educate ourselves and others about the opportunities and obligations we share as citizens of a sustainable world.
Other Data
Sustainability in orientation:
Every student entering Marlboro in the fall participates in a bridges trip as part of orientation. Bridges trips cover many different topics; these are the trips of the past three years that relate to sustainability:
2010:
- Life on the Dead Tree Farm: 9 entering students learned about food production in Southern Vermont
- Vermauguration: 7 entering students were on this trip, which included visiting local farmers
2009:
- La Vida Local: 8 entering students went on this locavore food trip
- Building a Sustainable Greenhouse: 7 entering students worked at the farm
- Hammers, Roofs, and Radios: 4 entering students worked for Habitat for Humanity
2008:
- Finding Balance on Potash Hill: 7 entering students helped construct the OP addition and focused on sustainability
- La Vida Local: 9 entering students went on this locavore food trip
