Service-Learning in Undergraduate Geosciences Proceedings of a Workshop (2017) / Chapter Skim
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5 Looking Forward
5 Looking Forward
Pages 49-56
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From page 49... ...
Fundamentally, Manduca suggested, service-learning is an experience in which students partner with others to address issues of communal importance using skills and knowledge that are integral to the learning objectives of the geoscience course. Yet, she added, these kinds of projects are done in many contexts, with students at different levels, in different kinds of institutions, in all geoscience disciplines, and at a wide variety of scales of implementation.
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From page 50... ...
These experiences also may bring benefits to the institutions, Manduca noted. For institutions that include service to the community or society or the development of citizenship in their explicit missions -- as many historically black colleges and universities and those with a focus on serving Native American students do -- service-learning is an educational experience that actively promotes that mission.
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From page 51... ...
Manduca commented that service-learning has the potential to meet those goals by demonstrating the contributions the geoscience disciplines can make to solving community challenges, and the professional opportunities open to students who choose geoscience majors. The opportunity to engage in interdisciplinary problem solving can be a draw for students -- as can the opportunity to address issues they care deeply about -- particularly those associated with protecting the environment.
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From page 52... ...
Identifying service-learning goals that serve both students' and community partners' needs, while also addressing complex societal problems is another area in which further research could be helpful. Sullivan also suggested specific research questions related to benefits for students, faculty and institutions, and communities: Questions Related to Benefits for Students • What are the benefits and costs of service-learning projects for different student groups, including historically underrepresented groups?
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From page 53... ...
volunteered additional ideas and research questions, based partly on the workshop discussions and partly on her own observations. She suggested several types of analyses that would be valuable in the context of geoscience service-learning (see Box 5-1)
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From page 54... ...
Some research indicates that organiza tions that have developed the practice of reaching across boundaries or dis ciplines and incorporating ideas and practices from beyond their own circle, often called boundary-spanners, can contribute to the success of projects involving diverse groups. Further study of boundary-spanning organiza tions and individuals would be very useful for geoscience service-learning.
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From page 55... ...
Events such as earthquakes, hurricanes, flooding, or water quality problems such as those in Flint, Michigan, might be valuable service-learning opportunities, Silka commented. However, setting up service-learning projects often takes considerable advance planning, and she suggested that sharing of information about ways to structure service-learning programs to be flexible enough to accommodate lastminute needs could be very useful.
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From page 56... ...
One expressed the hope that geoscience service-learning would play a key role as society addresses "the grand challenge of sustainability." Another commented that service-learning is key to the future of the geosciences, noting that enrollment has already expanded significantly and that service-learning has "a ripple effect" that can reach broad audiences and engage them in protecting the earth. A final thought from a participant was that "servicelearning is a hidden gem -- there is so much interesting stuff going on that broader communities would want to know about." The workshop closed with thanks from Adams.
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