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OSSPEEC – PreEngineering Educational Collaborative

OSSPEEC – PreEngineering Educational Collaborative. Service - Learning Models Bruce Berdanier, PhD, PE, LS Department Head Civil and Environmental Engineering South Dakota State University Joanita Kant, MS PhD Candidate South Dakota State University. Introduction.

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OSSPEEC – PreEngineering Educational Collaborative

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  1. OSSPEEC – PreEngineering Educational Collaborative Service - Learning Models Bruce Berdanier, PhD, PE, LS Department Head Civil and Environmental Engineering South Dakota State University Joanita Kant, MS PhD Candidate South Dakota State University

  2. Introduction Constructivism and Service - Learning

  3. Constructivism Constructivist Pedagogy: Emphasizes knowledge gained through guided experience where the learner builds complex and interrelated understandings. Deep knowledge develops where information is a “light on in the mind” not a “load on the mind.” The Kolb-Fry experiential learning model is a spiral usually beginning at step one but can begin at any of the four steps in a repetitious cycle.

  4. Traditional Constructivist Learning Cycle after Boyer

  5. OSSPEEC’s modified learning strategy • emphasizes: • guided experience • guided reflection • cross-disciplinary learning • a “systems” approach to understanding the environment • unintended consequences of human interventions.

  6. Definitions PowerPoint revised after Diane Nagy 2011 • Academic service-learningis a strategy that integrates service in the community with academic study to meet specific learning goals for students. Faculty, in partnership with community agencies, design service projects that will • Meet community-identified needs • Advance students’ understanding of specific course content • Promote civic engagement Critical reflective components are built into the course to help students consider relationships between their service, the course curriculum, current societal issues, and their professional goals. • Experiential service-learning is different, only in that it does not involve a course for credit. OSSPEEC provides examples of both.

  7. Summer 2012 Service- Learning Initiative An Introduction OSSPEEC involves internships and field education service-learning

  8. Service-Learning Students Campus Community Values and expertise Academic insight

  9. Community Defined • Off-campus populations underserved by our market economy • Organizations whose primary purpose is the common good • Agencies whose mission provides stewardship: public works, natural resources OSSPEEC and CU students collaborating on net-zero home for the Pine Ridge community

  10. Essential Elements • Emphasis on reciprocity • Learning and service objectives are clearly identified and congruous • Service is meaningful, challenging, and meets a real need • Reflection is continuous, structured, and complex • Fosters learning about larger social issues

  11. Service Projects • One-time group projects • Cross-disciplinary projects • Multi-semester projects • Alternative Weekend Opportunities • Alternative Breaks (immersion experiences) OSSPEEC students and faculty Lester Richards, Tyler Corbine, Shane Herrod and Dr. Damon Fick (SDSMT) at Wanblee Veterans Wall

  12. Principles of Good Practice • If academic credit is awarded, it is for learning, not for the service • Includes set learning goals for students • Criteria for the selection of service sites OSSPEEC / SDSMT field camp fieldtrip to drill a temporary monitoring well on Rapid Creek Kyle White presenting on summer 2011 surveying work at Piya Wiconi

  13. Critical Reflection • Links experience to course, or prior course, learning objectives • Is guided and purposeful • Challenges assumptions and complacency • Occurs before, during, and after service • Includes components that can be evaluated according to well-defined criteria • Involves reading, writing, doing and telling • Clarifies values and fosters civic responsibility • Invites feedback Tinant, Means and Hansen measuring deflection

  14. Benefits to Agencies • Infusion of people power to meet needs • More informed/involved citizenry • Increased name recognition • New ideas and energy • Technical assistance • Diversity enhancement • Access to university resources • Reinvigorate staff OLC students Jake Fergusson, Aaron Rasor and Delaine Peterson collecting PHAB data to be shared with OST Environmental Protection Agency

  15. Benefits to Universities and Colleges • Enhance student satisfaction, retention, and graduation rates • Improve relationships with community • Advance institutional goals: Service, Social Responsibility, Scholarship of Teaching and Learning, Diversity Enhancement • Promote coherent collaborative curriculum OSSPEEC student and community member Oliver Covey relating academics and service under a cottonwood tree

  16. Benefits to Faculty • Enrich and enliven teaching • Identify new areas for research and publication • Develop projects that are simultaneously productive in research, service, and teaching • More efficient use of available resources • Foster cross-disciplinary learning communities Ale Higa (OLC faculty) and next generation at an OLC research meeting

  17. Benefits to Students • Personal – enhanced sense of efficacy, identity, morality • Social – diversity, social responsibility, citizenship skills, commitment to service • Academic – increased complexity of understanding, problem analysis, critical thinking, GPA, cognitive development, ability to apply learning to “real world” OLC Student Delaine Peterson “enjoying the opportunity to research streams”

  18. Heavy Metals • Areas of Focus on the PRIR and White River Watershed • Traditionally Edible Plants • Soils • Surface Water • Sediment • Undergraduate and graduate student research • Interfacial Research • Engineering, Environmental Science, Biology

  19. Heavy Metals Research We work in the “Field” and in the “Lab.”

  20. Field and Lab “Rough” and “Sophisticated”

  21. White River Project Area 2012

  22. Our Theory • Immediate participation of undergraduate students early in their plan of study in field and laboratory experiences • initiates their precognition to the benefit of future classroom pursuits • confirms their interest in science and technology • helps them self identify as a member of another defined community • gives them purpose in pursuing an academic degree and career • fulfills their need to serve the community through their intellect and efforts

  23. Our Experience • Students have completed two summers of STEM, service – learning, sampling and analysis • Presentations at OLC poster sessions last year and this year • Abstracts submitted to AIGEP conference for this fall

  24. Next Steps • Presentation of this years undergrad results at selected conferences • Completion of MS this year on White River Sediment and water • Defined research (sampling and analysis) program for next year • Propagation of field/lab summer program • Completion of Interfacial PhD during 2013

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