THE IMPACTS OF SERVICE LEARNING IN THE EARTH AND ENVIRONMENTAL SCIENCES AT WESLEYAN UNIVERSITY

Service learning is a form of experiential learning that integrates academic curricula with community engagement. Its effects in the natural sciences, especially geoscience, remain understudied. This study seeks to advance the current understanding of the role of service learning (SL) in the geosciences by evaluating the long-term impacts of SL courses in Wesleyan University’s Department of Earth and Environmental Sciences (E&ES) on students. A sample of 284 former students of the four SL courses that have been offered by E&ES were asked to reflect upon their experiences in an online survey. The survey received a response rate of 30.3%. Through statistical analysis of survey data, this study examined the effects of SL on students’ academic experiences, careers, skills, and community engagement 0-12 years after graduation, taking into account demographic and academic backgrounds. Survey results demonstrated that the population taking SL courses in the geosciences was primarily made up of white (76.7%), female-identifying (62.7%) students. Results also showed that SL helped students gain skills in collaboration, communication, scientific research, technology use, and problem solving. Furthermore, largely positive impacts of SL on academic decisions, research opportunities, and career pathways were seen. The impact that SL courses had on students’ subsequent involvement in the community, however, was much less pronounced than expected based on past SL studies, a finding that requires further research. This research demonstrates how SL can benefit geoscience education, especially in terms of teaching real-world applicability, allowing students to participate in public and political decision making processes, and demonstrating to both students and communities the importance of the geosciences and environmental stewardship.