SERVICE-LEARNING IN THE GEOSCIENCES: EFFECTIVE STRATEGIES FOR LEARNING OUTSIDE THE CLASSROOM

The use of service-learning in college courses is an effective way to engage today's students. Such experiences have been used in upper-level courses where application of theory is an important outcome. In such situations students work in a variety of "real-world" settings to provide services that benefit a host agency, and that demonstrate ability and aptitude of the student. Educators have developed effective strategies for use of service-learning throughout a curriculum, including in entry-level courses. Unfortunately, the Natural and Physical Sciences have not readily adopted such strategies into their curricula. So although geoscientists rely on hands-on, field experiences to engage students in the learning process to ensure students are mastering theory and skills, relatively few have made the additional step to provide a meaningful service to our extended learning communities.

With a little creativity and pre-planning, effective service projects can generate substantial and measurable outcomes that demonstrate student learning, but also that help develop partnerships and learning networks within a community. This poster outlines a series of projects implemented in several courses (Physical Geology, Oceanography, Coastal Environmental Oceanography, etc) and co-curricular experiences. All projects were designed so that students were required to hone and utilize their skills and knowledge base to provide a service to a pre-defined community audience.

In terms of best practices, projects need to be a significant part of a final course grade and designed so small teams of students work together. Student groups should meet often (face-to-face and online) to prepare for service, consult with instructor, deliver service, and carryout, post service review. Partners also need to provide for feedback (both to the student and to the instructor). Assessment protocols and goals need to be clearly defined and articulated to students. Although there are numerous educational outcomes, students self-report that they: 1) perceive more value in course content, 2) are more engaged - know why they need to learn material, 3) non-faculty audience raises the expectation for performance, 4) provides another resume item, 5) fun way of learning, is collaborative, 6) can lead to networking and employment opportunities.