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 Student Learning Opportunities   



Slippery Rock University faculty and staff will collaborate to create learning opportunities for students that apply their classroom knowledge to real world situations. 

Number of opportunities created for students

Operation Management 1 students performed a custodial staffing analysis that reviewed all campus buildings during the fall and spring semesters.  The students compared SRU’s current staffing procedures in accordance with APPA custodial staffing guidelines.

In 2007-2008, a group of Operation Management students conducted an initial analysis of university inventory as part of a class project.  Their findings indicated that at a minimum at least $100,000 in stock could be eliminated.  Staff continues to set minimum and maximum stock quantities and optimal re-order points, and is close to completion of a usage report. It is expected that the usage report, stock quantities, and optimal re-order points will be implemented over the next fiscal year.  Once they are implemented, it is expected that the $100,000 total reduction in stock will be realized by June 1, 2011.  Over this past fiscal year, the number of items stocked was reduced from 3862 to 3587 items and the value of the inventory was decreased from $520,407 to $497,615.

Student Projects in collaboration with Facilities and Planning
Multiple learning opportunities were created for SRU students this past year.  The Total Quality Management Class (MGMT 360) utilized temperature data from nine buildings to prepare process control charts of each building to determine if the building HVAC systems were properly functioning within their control limits.  A Masters of Sustainability student created a GIS map of the campus outdoor lighting.  The map will be used to identify potential safety issues associated with low light levels.  Two Masters of Sustainability students measured SRU’s carbon footprint.  This will help SRU determine its progress towards meeting the President’s Climate Commitment that was signed earlier this year.  A Master’s of Sustainability student is completing AASHE’s STARS assessment to determine how sustainable the SRU campus really is and a Masters of Sustainability student is designing a green roof for the Special Education building.  If the design is economically viable it will be implemented as part of the deferred maintenance program.  The inventory analysis recommendations made by the Operations Management students continue to be implemented.  Over this past fiscal year, the number of items stocked was reduced from 3587 to 3069 items and the value of the inventory decreased from $497,615 to $412,224.
SRU’s Adapted Physical Activity Grant Funded Program
The “I Can Do It, You Can Do It”
Program (ICDI) is a contract funded for three years beginning September 30, 2008 through September 29, 2011 in the amount of $849,997.50 to Slippery Rock University by the National Institutes of Health, Bethesda, MD.  The purpose of the ICDI program is to match mentors (college-age healthy adults) with children, adolescents, and adults with disabilities (mentees) to encourage regular physical activity and improved nutrition behaviors.  This program’s strength lies in leveraging community resources from a variety of service agencies, community recreation facilities, and county health services.  Slippery Rock University’s Adapted Physical Activity program serves as the project host to provide technical assistance and development to the nine sites as they begin their own ICDI programs.  SRU’s APA program funded the nine most competitive proposals.  The sites include: SRU, State University of New York – Cortland; James Madison University, VA; University of North Carolina, Wilmington; Miami-Dade Public School District, FL; Tennessee Tech University, TN; University of Wisconsin – La Crosse; Splore Special Recreation Center, UT; and California State University, Chico.  326 student mentors at SRU reported significant improvement of their knowledge of mentoring (observation, feedback, and goal-setting with an individual with a disability) as a result of their active participation in the ICDI program.  In addition to improving their knowledge, students reported a significant improvement in their skills such as promoting independence, communicating, and feeling comfortable with a person who has a disability.  1058 mentors served mentees and their respective communities throughout the country.  (Spring 2009-Spring 2010)