| Overall Rating | Bronze |
|---|---|
| Overall Score | 28.04 |
| Liaison | Sam Edwards |
| Submission Date | March 4, 2022 |
Quinnipiac University
AC-5: Immersive Experience
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 2.00 |
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Does the institution offer at least one immersive, sustainability-focused educational study program that is one week or more in length?:
Yes
A brief description of the sustainability-focused immersive program(s) offered by the institution:
Portugal: Explore the impact of sea grass and raising CO2 levels with our partners at Ocean Alive.
Costa Rica: Lessons in local and global sustainability, provides students with an overview of the geology, history and climate of Costa Rica, with a focus on biodiversity and human wellbeing.
Guatemala: Students work with local organizations in Tzununa (Atitlan) Guatemala who are using sustainable agriculture principles to address environmental decline and food insecurity resulting from the expansion of export-oriented (industrial) agriculture in the region.
Morocco: Indigeneity, Gender and the Environment course. In Morocco, students visit a fog collecting site, the only one on the continent, to see climate change impacts such desertification. The trip shows students how indigenous communities solve an issue caused by other people.
Puerto Rico: (Global Solidarity Program) In collaboration with local community organization Caras con Causa, students learn about the importance of preserving mangroves to protect coastal areas from erosion and to mitigate flooding. Students work in the wetlands of the town of Cataño to clear trails, harvest seeds, and plant seedlings.
Iceland: Learning about the sustainable & renewable energy sources that define this progressive country. Students will be exploring Iceland through a variety of disciplinary lenses: environmental and geological sciences, engineering, political science, business, history, and culture. Students will be visiting Thingvellir National Park (waterfalls, geothermal area, geothermal greenhouse & hydroelectric energy) and visiting a geothermal power plant to learn about sustainable energy & natural hot springs.
Costa Rica: Lessons in local and global sustainability, provides students with an overview of the geology, history and climate of Costa Rica, with a focus on biodiversity and human wellbeing.
Guatemala: Students work with local organizations in Tzununa (Atitlan) Guatemala who are using sustainable agriculture principles to address environmental decline and food insecurity resulting from the expansion of export-oriented (industrial) agriculture in the region.
Morocco: Indigeneity, Gender and the Environment course. In Morocco, students visit a fog collecting site, the only one on the continent, to see climate change impacts such desertification. The trip shows students how indigenous communities solve an issue caused by other people.
Puerto Rico: (Global Solidarity Program) In collaboration with local community organization Caras con Causa, students learn about the importance of preserving mangroves to protect coastal areas from erosion and to mitigate flooding. Students work in the wetlands of the town of Cataño to clear trails, harvest seeds, and plant seedlings.
Iceland: Learning about the sustainable & renewable energy sources that define this progressive country. Students will be exploring Iceland through a variety of disciplinary lenses: environmental and geological sciences, engineering, political science, business, history, and culture. Students will be visiting Thingvellir National Park (waterfalls, geothermal area, geothermal greenhouse & hydroelectric energy) and visiting a geothermal power plant to learn about sustainable energy & natural hot springs.
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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