CIVIC ENGAGEMENT AND THE OPPORTUNITY TO SERVE: USING URBAN HYDROLOGY ISSUES TO ENGAGE EARTH SCIENCE STUDENTS

Undergraduate research experiences in earth science are inherently place-based. A curricular shift in focus of natural science courses in Wittenberg’s general education program from content delivery to active inquiry has redefined the experience students have in introductory courses in physical geology, relying on the local environment and issues. The lead author teaches a physical geology course for non-science majors based on hydrology, from a field- and data-driven analysis of the hydrologic balance to an evaluation of related landforms and their historical development. The course utilizes the campus environment, parks and public lands, and private lands to study soils, infiltration and runoff, groundwater, streams, and related landforms. The experiences are scripted but place-based data collected from the natural environments are variable spatially and temporally, making the experience of data collection, analysis, and discussion research-like. Course assessment suggests that the learning benefits of this approach are consistent with those of undergraduate research experiences for science majors. The course also serves as a testbed for developing research ideas relative to faculty expertise and community needs and, over time, has resulted in numerous opportunities for the instructor and students to serve the community. Examples of current research on Buck Creek related to planned modification of four lowhead dams include substrate analysis and habitat evaluation, water quality monitoring, flow stage-discharge rating and flow frequency analysis, and macroinvertebrate collection and identification. These studies have supplied critical data for permitting and design phases of the project but are also providing baseline data sets for project assessment. Project assessment creates a sustainable opportunity and energy for the next generation of students. Student interaction with city and county officials, developers, environmental advocacy groups, the county soil and water conservation district staff, water and wastewater specialists, and K-12 educators is critical to place-based education, promoting an appreciation of community needs and the role that students can play in the future of the community.