K-State Creates a Supportive, Real-World Learning Environment to Help Students Thrive – KCLY Radio

Report on Kansas State University’s Alignment with Sustainable Development Goals

Advancing SDG 4: Quality Education and SDG 10: Reduced Inequalities

Kansas State University demonstrates a foundational commitment to providing inclusive and equitable quality education for all. The institution has implemented a comprehensive support structure to ensure lifelong learning opportunities and success for a diverse student body. This directly contributes to reducing inequalities within and among countries by promoting access to higher education.

• Support is tailored for various student demographics, including first-generation, transfer, graduate, and adult learners.
• Pre-matriculation programs, such as Kompass, are in place to integrate new students by connecting them with mentors and campus resources, ensuring an equitable start.
• Core academic advising and support services are provided to all students throughout their educational journey.

Supporting SDG 3: Good Health and Well-being and SDG 11: Sustainable Cities and Communities

The university actively promotes the well-being of its students, a key target of SDG 3. By creating a supportive and inclusive campus environment, it also aligns with the principles of creating sustainable communities.

1. Comprehensive Health Services: The institution provides integrated mental and physical health services to ensure students’ well-being.
2. Community and Infrastructure: On-campus housing and award-winning dining services help foster a strong sense of community and support students’ transition and adjustment to university life.
3. Recreational Opportunities: Access to intramural sports and recreation facilities encourages active lifestyles, contributing positively to physical and mental health.

Fostering SDG 8: Decent Work and Economic Growth

A central focus of the university’s mission is to prepare students for productive employment and decent work, directly supporting SDG 8. Career preparation is systematically integrated into the student experience.

• The Career Center offers critical services to enhance employability, including resume development, interview practice, and networking opportunities.
• To remove economic barriers, which aligns with SDG 1 (No Poverty), the university provides access to professional clothing at no cost to students.

Promoting SDG 17: Partnerships for the Goals and SDG 4: Quality Education

Kansas State University emphasizes hands-on, experiential learning through strategic partnerships with local communities. This approach enhances the quality of education by providing practical skills while strengthening community ties.

• Students are encouraged to apply classroom knowledge in real-world settings.
• A notable example involves instrument repair students providing services to local schools, simultaneously gaining valuable experience and serving the community. This model of partnership is essential for achieving sustainable development.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article on Kansas State University’s student support systems connects to several Sustainable Development Goals (SDGs) by highlighting the institution’s commitment to comprehensive student development, which encompasses education, health, economic opportunity, and equality.

• SDG 4: Quality Education: This is the most prominent SDG, as the entire article focuses on a university’s efforts to provide a supportive and effective learning environment.
• SDG 3: Good Health and Well-being: The article explicitly mentions the provision of health services for students.
• SDG 8: Decent Work and Economic Growth: There is a strong emphasis on career preparation and services aimed at helping students secure employment after graduation.
• SDG 10: Reduced Inequalities: The university’s focus on supporting a diverse student body, including non-traditional and first-generation students, directly addresses this goal.
• SDG 1: No Poverty: By providing financial resources and career-related support at no cost, the university helps alleviate economic barriers for students.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the services and programs described, several specific SDG targets can be identified:

SDG 4: Quality Education

• Target 4.3: “By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.” The article supports this by stating the university “supports all types of students, including first-generation, transfer, graduate, adult learners,” aiming to provide equal access to its resources.
• Target 4.4: “By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.” The focus on “Hands-on learning” where students “apply their skills in real-world settings” and the extensive career preparation services directly align with providing relevant skills for employment.

SDG 3: Good Health and Well-being

• Target 3.4: “By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.” The university’s provision of “mental and physical health services” directly contributes to the promotion of student well-being.

SDG 8: Decent Work and Economic Growth

• Target 8.6: “By 2020, substantially reduce the proportion of youth not in employment, education or training.” The article highlights how “Career preparation is built into the student experience,” with the Career Center offering “resume help, interview practice, job searches, networking” to prepare students for “successful careers,” thereby aiming to reduce youth unemployment post-graduation.

SDG 10: Reduced Inequalities

• Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.” The university’s stated mission to support “all types of students, including first-generation, transfer, graduate, adult learners” is a clear effort to ensure the inclusion and success of students from diverse backgrounds.

SDG 1: No Poverty

• Target 1.4: “By 2030, ensure that all men and women, in particular the poor and the vulnerable, have equal rights to economic resources…” The provision of “financial and legal resources” and “professional clothing at no cost” helps reduce economic barriers for vulnerable students, giving them more equal access to the resources needed for academic and professional success.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

While the article does not provide specific quantitative data, it mentions programs and outcomes that serve as qualitative indicators of progress towards the SDG targets.

SDG 4: Quality Education

• Indicator for Target 4.3: The existence of support programs for diverse student groups, such as the “Kompass” program for freshmen, which “connects freshmen with mentors, friends and campus resources early on.” The enrollment and retention rates of “first-generation, transfer, graduate, adult learners” would be a quantitative measure.
• Indicator for Target 4.4: The number of students participating in “Hands-on learning” opportunities, such as the instrument repair program for local schools. The utilization rate of Career Center services (“resume help, interview practice, job searches”) is another implied indicator.

SDG 3: Good Health and Well-being

• Indicator for Target 3.4: The availability and accessibility of “mental and physical health services” on campus. A quantitative indicator would be the number of students who utilize these services. The article’s mention that K-State is “nationally recognized for student happiness, quality of life” serves as a high-level outcome indicator.

SDG 8: Decent Work and Economic Growth

• Indicator for Target 8.6: The national recognition for “career services” implies successful outcomes. The ultimate indicator would be the post-graduation employment rate of K-State students.

SDG 10: Reduced Inequalities

• Indicator for Target 10.2: The explicit commitment to supporting “all types of students” is a policy-level indicator. The diversity of the student body and the success rates (e.g., graduation, job placement) across these different student groups would be key performance indicators.

SDG 1: No Poverty

• Indicator for Target 1.4: The provision of “financial and legal resources” and “professional clothing at no cost.” The number of students accessing these free or subsidized resources would be a direct indicator of the university’s effort to mitigate financial hardship.

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article.

Source: kclyradio.com