INCORPORATING SERVICE LEARNING INTO A HYDROGEOLOGY COURSE

Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs. Hydrogeology traditionally does not lend itself to community service, therefore applying the concepts taught in class to real world examples through service learning gives the students an opportunity to: 1) learn the concepts of aquifers, groundwater movement, surface/groundwater interaction, and to be able to apply it to a water problem; 2) learn about the opportunity to become civically engaged in water issues in the community and opportunities to use their knowledge to help solve problems; and 3) facilitate student understanding of local hydrogeology and hydrologic concepts through project development and community engagement. The students worked in groups with a previously identified community partner (a local water works) to characterize the aquifer they utilize. They met with the client and were able to ask them questions, see their facilities, and receive their concerns about their water supply. Students gathered data from literature and public datasets to get the necessary background and understanding of the current state of the aquifer. Collecting and analyzing various types of samples from the client and/or aquifer (water chemistry, sediment core samples, well logs) was incorporated into their laboratory exercises throughout the semester. Finally, students used their literature/data searches, along with their collected data, to write a report and present their findings to the client and the public. This exercise gave students a real-life opportunity to learn about water sustainability, the process of gathering data, and the methods of sample analysis. It was also a great way to give them an experience as a “consultant”. Additionally, the water works benefited from the information given, as well as from the priorities and threats to their aquifer identified by the students. Based on their reflection assignments, the students felt they gained a better understanding of the hydrogeologic concepts, enjoyed the hands-on experience, and felt that they were helping the client.