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Service Learning in an Introductory Oceanography Course

This article discusses the implementation and benefits of service-learning in an introductory oceanography course. It explores the community partners involved, the projects undertaken, and the important features of problem-based service-learning. The role changes for educators and the writing and quantitative skills developed by students are also highlighted. The article addresses the reasons for choosing service-learning, potential challenges, and available resources for implementing service-learning in higher education.

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Service Learning in an Introductory Oceanography Course

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  1. Service Learning in an Introductory Oceanography Course Ed Laine Cutting Edge July 15-17, 2008

  2. Marine Environmental GeologyGeo/ES103 • Environmental Studies • Introductory science requirement • Inquiry in the Natural Sciences • Bowdoin distribution • Geo major • Must have 101 (Physical)

  3. Numbers • 36 students • 2 lab sections of 18 • Mainly non-science • 60-75% women

  4. Fall semester • Fall diatom bloom • Fading hypoxia • Episodes of reverse estuarine circulation • Breakdown of stratification of water column

  5. Community partners • Friends of Casco Bay • Town of Harpswell • Bowdoin Buoy Facility • Harpswell Heritage Land Trust

  6. Projects • Documenting dissolved oxygen changes • Studying estuarine circulation patterns • Studying the evolution of plankton blooms • Groundtruthing backscatter texture maps • Groundtruthing instrumental chlorophyll

  7. Approaches to Service & Experiential Learning Recipient Beneficiary Provider Service Focus Learning Service Learning Community Service Field Education Volunteerism Internship (Furco, 1996)

  8. SERVICE learningservice LEARNINGSERVICE LEARNING (Sigmon, 1984)

  9. 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

  10. Important PBSL Features • Community partner • Student learning and logistics ~ faculty responsibility • Problem statement jointly written • Meets learning goals • Team work required

  11. PBSL Model - 8 stepsCome to the poster • Project design • Community partners • Building community • Building capacity • Problem statement • Project management • Assessment • Reflection

  12. Role changes • Font of knowledge >> Mentor • Advance planner • Deliver knowledge “just in time” • Bag of tricks • Observe and mentor • Initially link to community

  13. Back to Geo103Writing • Proposal • Draft report • Poster • Sharing • Symposium • Report • Structured reflection

  14. Quantitative • Owning their data • Plan • Collect • Analyze • Report • Prepared for graphs/analysis

  15. Why as an educator might you choose SL? • Process of science • Engagement • Problem solving • Quantitative • Writing • Learning community

  16. Surprises • Initial costs • Heterogeneity • Quality • Resumes • Recommendations

  17. More to consider • Losing content • Safety • Group dynamics • Grading group work

  18. Other reasons to choose SL • College/University Goals • Strategic plan • Mission statement • Retention • Community relations

  19. Resources • Campus Compact • Find your state Campus Compact office • Community service office on your campus • Teaching resource center • Service learning office • Community relations office

  20. 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)

  21. 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

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