Certification Criteria

The criteria that you are going to be asked about are listed below.

Reducing Paper Use | Saving Energy & Reducing Emissions | Other Measures

In order to get certified, faculty have to commit to measures adding up to a minimum of 45 out of 100 points. Depending on the number of points, faculty get certified at one of the following five levels, and will be given a corresponding version of the Green Teaching Certificate Seal:

45-54 points: One Apple level
55-64 points: Two Apples level
65-74 points: Three Apples level
75-89 points: Four Apples level
90+ point: Four Apples with a Gold Star level

REDUCING PAPER USE:

  • Send your students your syllabus electronically and post it online rather than printing copies for your students (3 points)
  • If you were to print a handout or syllabus, (1) print on recycled paper, or … (2) print double-sided on recycled paper; or (3) print an abbreviated version double-sided and on recycled paper (1-3 points)
  • Request that students read the Academic Integrity Code online rather than printing it out (1 point)
  • If you were to assign student poster presentations, allow students to project these onto a screen, rather than printing posters (1 point)
  • Allow students to electronically prove absences or external event participation (e.g. allow students to email you a photo or scan of doctor’s notes, and/or use Twitter/Instagram instead of paper to demonstrate participation in events on and off campus) (1 point)
  • Encourage students to do all peer-reviewing and drafting of papers and assignments online (e.g. by using Google Docs or track changes in Word)
  • Have your students submit their assignments and papers online; grade them electronically, and return them electronically… (1) …some of the time; or (3) …most of the time (1-3 points)
  • If you were to let students hand in hard-copies of their work, require double-sided printing, and allow single spacing and reduced margins (2 points)
  • If you were to give quizzes or tests, use online quizzes or interactive polling/quizzing using cell phones, laptops, or clickers, rather than giving quizzes on paper… (1) …some of the time; or (2) …most of the time (1-2 points)
  • If you were to give quizzes or tests, use online quizzes or interactive polling/quizzing using cell phones, laptops, or clickers, rather than giving quizzes on paper… (1) …some of the time; or (2) …most of the time
  • If you were to give in-class exams, have your students type their exams in a computer lab, or project the exam questions on a screen and let students answer them electronically… … (1) …some of the time; or (2) …most of the time (1-2 points)
  • Accept only electronic versions of all papers, tests and assignments, and only distribute electronic handouts and readings (i.e. teach entirely without using paper)
    (3 additional bonus points)
  • If you were to use paper for classroom activities, use scrap paper
  • If you were to post your PowerPoint presentations online, save the files with multiple slides per page and eliminate graphics and colored backgrounds (instructions can be found at Here.) (2 points)
  • If you have a choice, use the chalkboard/whiteboard rather than a flip chart (1 point)
  • If you bring coffee or tea to class, use a re-usable mug, rather than a paper cup, and encourage your students to do the same (1 point)
  • Allow students to bring a laptop or tablet to class for note-taking (1 point)
  • If you take attendance or ask students to sign up for meetings, keep the record on a spreadsheet in electronic format, rather than passing around sign-in/sign-up sheet every class (2 points)
  • Use a lecture-capture or podcasting program to record supplementary materials in video and audio format rather than posting notes (2 points)
  • Encourage your students to create websites and ePortfolios for job and internship applications (1 point)
  • If you were to assign books, assign e-books or use Open Educational Resources, rather than assigning printed books (1 point)
  • If you were to assign books, only require students to purchase books from which the majority of chapters have been assigned as required reading (2 points)
  • If you were to assign books, recommend buying used books, and/or recommend an earlier version of the main text and provide supplemental materials online to bring it up to date (1 point)
  • If you were to assign reference books, keep a copy available on reserve at the library (1 point)
  • If you were to assign articles and book chapters as supplemental or required readings, use e-reserves rather than hand out hard copies ( 3 points)
  • If you were to assign books, in the last session of the course, circulate a sign-up sheet for students who would like to sell their books, and provide this list to students in the following semester (2 points)
  • If you were to assign books, avoid ordering desk copies unless you really need them (2 points)
  • If you were to post articles, book chapters and handouts online, encourage students to read these online rather than printing them (2 points)

SAVING ENERGY AND REDUCING EMISSIONS:

  • Use energy-efficient equipment, such as iPads or other tablets, rather than equipment with a higher energy consumption (3 points)
  • Turn off the lights if the classroom (or, if you teach online from home, your home) has enough daylight for your needs, and/or when you leave the room (5 points)
  • If possible, reduce the energy use in rooms with adjustable heat/AC (1 point)
  • If possible, turn off any electronic equipment that you are not using in the classroom (2 points)
  • If you allow students to bring a laptop or tablet to class for note-taking, ask them to put down or close their devices during class discussions or other times when they don’t need them. (1 point)
  • If possible, when you leave your office for a break or for the day, switch off all electronic equipment (2 points)
  • Schedule office hours online, or before or after class so that your students do not need to make a separate trip to campus to meet you in person (5 points)
  • Encourage your students to meet virtually for group work (e.g. by using Google Hangouts or Skype) (1 point)
  • On snow days and other similar occasions, hold class using the Virtual classroom function in Blackboard, Collaborate, or another online forum, rather than rescheduling class to a different day (1 point)
  • Bike, walk, or use public transportation to come to campus, or telecommute, rather than driving… (3)… always!; (2) …more than once a week; (1)… once a week; (1)… never, but I drive a fuel efficient or electric vehicle; or (1) never, but I carpool (1-3 points)
  • If you were to schedule an off-campus field trip or meeting, encourage students to walk or take public transportation (rather than taking cabs or driving) (1 point)
  • If you were to invite guest speakers, rather than bringing
    remotely located speakers to campus… (2)… bring them in virtually, using speakerphone or videoconferencing tools; or (1)… invite local speakers (1-2 points)
  • Use an online chat-function, videoconferencing, or allow students to phone you rather than setting up appointments on days when you do not usually come to campus (2 points)
  • Use an online forum, chat-function, or videoconferencing to hold review sessions to save students a trip to campus (1 point)

OTHER MEASURES:

  • If possible, teach about or incorporate environmental aspects within your subject area (2 points)
  • Have your students take the Sustainability Tour at AU as an assignment, or as part of a class, or take your students on an AU Arboretum Walking Tour(1 point)
  • Recycle transparencies and other materials from previous courses rather than reprinting them ( 1 point)
  • If you bring water or lunch to class, use a reusable water bottle or lunch box, rather than disposable bottles or plastic bags, and encourage your students to do the same (1 point)
  • Help increase your students’ awareness of the recycling bins in the classroom and other campus buildings (1 point)
  • Include a Green Teaching Initiative section in your syllabus informing students about the program, and encouraging them to support it (a sample can be found here!) (2 points)
  • Use the option of individualized questions to add a question about your green teaching to the end-of-semester Student Evaluation of Teaching (a sample can be found at here!) (2 points)
  • Allow CTRL staff to post a detailed summary of your Green Teaching Certificate commitments and score on your Blackboard course pages for your students to view ( 5 points)
  • Allow CTRL staff to post a comprehensive online student survey on Green Teaching on your Blackboard course pages at the end of each semester and encourage students to fill out the survey (2 points)
  • Ask your graduate research and/or teaching assistant to also follow “green” teaching criteria (2 points)
  • Talk to department staff about purchasing recycled materials and supplies (1 point)
  • Recommend the Green Teaching Certificate to a colleague (2 points)
  • Help spread the word about AU’s sustainability efforts by posting about your Green Teaching Certificate on blogs or in social media, and including the hashtag #ASustainableU in your posts. (1 point)

BONUS POINTS:

You can receive bonus points for any measure you are taking to make your course greener that is not listed in the Green Teaching Certificate Questionnaire.