service learning in an introductory oceanography course ed laine cutting edge july 15-17, 2008
DESCRIPTION
Numbers 36 students –2 lab sections of 18 Mainly non-science 60-75% womenTRANSCRIPT
Service Learning in an Introductory Oceanography
Course
Ed LaineCutting Edge
July 15-17, 2008
Marine Environmental GeologyGeo/ES103
Environmental Studies– Introductory science requirement
Inquiry in the Natural Sciences– Bowdoin distribution
Geo major– Must have 101 (Physical)
Numbers
36 students– 2 lab sections of 18
Mainly non-science
60-75% women
Fall semester Fall diatom bloom
Fading hypoxia
Episodes of reverse estuarine circulation
Breakdown of stratification of water column
Community partners Friends of Casco Bay
Town of Harpswell
Bowdoin Buoy Facility
Harpswell Heritage Land Trust
Projects
Documenting dissolved oxygen changes Studying estuarine circulation patterns Studying the evolution of plankton blooms Groundtruthing backscatter texture maps Groundtruthing instrumental chlorophyll
Approaches to Service & Experiential Learning
Recipient Beneficiary ProviderService Focus Learning
Service Learning
Community Service Field Education
Volunteerism Internship
(Furco, 1996)
SERVICE learning
service LEARNING
SERVICE LEARNING
(Sigmon, 1984)
Problem-Based Service-Learning
Students address a problem for a community partner
The process delivers part of the traditional content of a course
Two way street between school and community
Important PBSL Features
Community partner Student learning and logistics ~ faculty
responsibility Problem statement jointly written Meets learning goals Team work required
PBSL Model - 8 stepsCome to the poster
Project design Community partners Building community Building capacity Problem statement Project management Assessment Reflection
Role changes
Font of knowledge >> Mentor Advance planner Deliver knowledge “just in time”
– Bag of tricks Observe and mentor Initially link to community
Back to Geo103Writing
Proposal Draft report Poster Sharing Symposium Report Structured reflection
Quantitative
Owning their data– Plan– Collect– Analyze– Report
Prepared for graphs/analysis
Why as an educator might you choose SL?
Process of science Engagement Problem solving Quantitative Writing Learning community
Surprises
Initial costs Heterogeneity Quality Resumes Recommendations
More to consider
Losing content
Safety
Group dynamics
Grading group work
Other reasons to choose SL
College/University Goals– Strategic plan– Mission statement
Retention Community relations
Resources
Campus Compact– Find your state Campus Compact office
Community service office on your campus– Teaching resource center– Service learning office– Community relations office
A practical guidebooks for SL practice
Gordon, R.Ed. (2000). Problem Based Service Learning: A Fieldguide for Making a Difference in Higher Education, Campus Compact for New Hampshire (Sponsor)
Another guidebook (free)
Seifer, S. D., and K. Connors, Eds. (2007) Faculty Toolkit for Service-Learning in Higher Education (Higher Education Starter Kit), Community-Campus Partnerships for Health for Learn and Serve America’s National Service-learning Clearinghouse