Service-Learning in Undergraduate Geosciences Proceedings of a Workshop (2017) / Chapter Skim
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4 Characterizing Current Service-Learning
4 Characterizing Current Service-Learning
Pages 33-48
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From page 33... ...
They reviewed a preliminary literature survey conducted by staff, explored examples from the Science Education Resource Center site and Campus Compact, and reviewed abstracts from a Geological Society of America (GSA) conference to develop a broader sample of the cover 33
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From page 34... ...
Many gave students the opportunities to develop informational materials using geoscience research and present them to community members, but not all included an opportunity for reflection. Figure 4-1 illustrates the kinds of student experiences that overlap with service-learning.
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Arsenic on Main Street, for instance, was a water quality fair held in Unity, Maine, at which students analyzed water samples for residents. In another example, a course at Macalester College, students collected data on greenhouse gas
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From page 36... ...
NAGTWorkshops/servicelearning/ activities/39375.html Bridging Undergraduate Learning, University of Connecticut Teaching and Research (advanced level) Oceanography Beach Cleanup http://serc.carleton.edu/ NAGTWorkshops/servicelearning/ activities/129095.html Hydrology Service Learning University of Vermont Fostering Our Community's http://compact.org/resource-posts/ Understanding of Science (FOCUS)
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From page 37... ...
Faculty have benefited from the opportunity to collaborate with colleagues and community partners, and those partners have reported improvements in their environmental decision making and management and increased public awareness of their work. Public outreach about relevant science issues is a particular hallmark of programs that address climate change in polar regions, Fortner explained, and the Juneau Icefield Research Program -- a science and education program initiated in the 1940s in which students and scientists live for 2 months in the Juneau Icefield to conduct glaciological research -- is an example of that.
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From page 38... ...
The students worked with community members to develop neighborhood assessment plans for growing food that included assessment of the environment before and after a garden was installed. In another project, students developed a plan to help the University of Missouri reduce its energy consumption by installing occupancy sensors that activate lighting only when it is needed.
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From page 39... ...
Service-Learning in an Engineering Course Gilbert identified key objectives he has for a required senior-level civil engineering course, one that engages students in geotechnical engineering: • Apply ethical reasoning and leadership in the practice of engineering. • Discuss the roles of science, technology, and the needs of society in conceiving engineering solutions.
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40 SERVICE-LEARNING IN UNDERGRADUATE GEOSCIENCES FIGURE 4-3 University of Missouri, Kansas City, student presentation of an energy reduction plan. SOURCE: Davies (2016)
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From page 41... ...
Three teams planned rain gardens for an elementary school. They assessed the site and its drainage patterns and presented their designs at a meeting of teachers and the parent-teacher association.
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Gilbert is also mindful that he and the students relied heavily on the clients and mentors throughout the projects. It was easy for the workload to become unmanageable, both for faculty and students, he added.
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of the rain garden. This decide what we wanted to The elementary school also changed our size, do.
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From page 44... ...
Coordinating and articulating procedures and expectations across classes and semesters is challenging, and establishing useful archives is "a nontrivial problem," this person noted. DISCUSSION: SIMILARITIES AND DIFFERENCES In a second breakout discussion, participants met in small groups to discuss elements that are common across service-learning experiences and aspects that are unique to particular circumstances.
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From page 45... ...
It is important for faculty to consider the skills and experiences students are likely to need in the workplace as they match students to projects, and also to be aware of safety, risk management, and liability concerns. Regardless of the discipline, it is also important to have a wellplanned communications strategy, and faculty in all disciplines benefit from institutional support in planning and overseeing successful projects.
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From page 46... ...
Institutions vary also in their priorities and in their relationships with the communities in which they are situated. Those that serve primarily local students, for example, may have a more pronounced focus on their immediate surroundings than those that serve a more geographically diverse student body.
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From page 47... ...
Students who perform well in these projects are often not those who perform at the highest levels academically, the group noted, but those who bring other valuable skills to the experience. Regardless of the kinds of students involved, faculty need wisdom and judgment as they guide students, steering them toward collaboration with community partners (as opposed to volunteering to help those less fortunate)
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