Service-Learning in Undergraduate Geosciences Proceedings of a Workshop (2017) / Chapter Skim
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1 Introduction
1 Introduction
Pages 1-4
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For example, students might conduct a greenhouse gas emissions inventory for their college campus; investigate contaminant transport in a local watershed and identify potential risks to the local population; or examine the impact of geologic hazards on the human population and design appropriate responses. Service-learning fits well with the goals for undergraduate study in the geosciences, the disciplines concerned with the Earth, which include geology; geophysics; geochemistry; and atmospheric, polar, and ocean studies.1 Researchers in these disciplines explore natural processes and 1In this document, the term "geosciences" refers to the disciplines served by the Geosci ences Directorate at the National Science Foundation, the sponsor of this project.
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These kinds of topics naturally highlight the direct links between academic studies and real-world issues. Students doing service-learning projects as part of their geoscience education work with their faculty advisors to identify projects that address real-world issues, are of genuine importance in their communities, and draw on the knowledge and skills learned in geoscience courses.
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The views contained here are those of individual workshop participants and do not necessarily represent the views of all workshop participants, the planning committee, or the National Academies of Science, Engineering, and Medicine. The sponsor proposed seven sets of questions for the committee to consider in planning the workshop: 1.
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The committee commissioned three papers to look in depth at aspects of this charge and structured the workshop presentations and discussions to explore these questions.3 The three papers explored research and other insights from service-learning experiences outside of the geosciences (Silka, 2016) , themes in the literature on service-learning within the geosciences (Savanick Hansen and Fortner, 2016)
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