Service Learning in an Introductory Oceanography Course Ed Laine Cutting Edge July 15-17, 2008.
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Service Learning in an Introductory Oceanography
Course
Ed LaineCutting Edge
July 15-17, 2008
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Marine Environmental GeologyGeo/ES103
Environmental Studies– Introductory science requirement
Inquiry in the Natural Sciences– Bowdoin distribution
Geo major– Must have 101 (Physical)
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Numbers
36 students– 2 lab sections of 18
Mainly non-science
60-75% women
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Fall semester Fall diatom bloom
Fading hypoxia
Episodes of reverse estuarine circulation
Breakdown of stratification of water column
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Community partners Friends of Casco Bay
Town of Harpswell
Bowdoin Buoy Facility
Harpswell Heritage Land Trust
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Projects
Documenting dissolved oxygen changes Studying estuarine circulation patterns Studying the evolution of plankton blooms Groundtruthing backscatter texture maps Groundtruthing instrumental chlorophyll
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Approaches to Service & Experiential Learning
Recipient Beneficiary ProviderService Focus Learning
Service Learning
Community Service Field Education
Volunteerism Internship
(Furco, 1996)
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SERVICE learning
service LEARNING
SERVICE LEARNING
(Sigmon, 1984)
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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
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Important PBSL Features
Community partner Student learning and logistics ~ faculty
responsibility Problem statement jointly written Meets learning goals Team work required
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PBSL Model - 8 stepsCome to the poster
Project design Community partners Building community Building capacity Problem statement Project management Assessment Reflection
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Role changes
Font of knowledge >> Mentor Advance planner Deliver knowledge “just in time”
– Bag of tricks Observe and mentor Initially link to community
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Back to Geo103Writing
Proposal Draft report Poster Sharing Symposium Report Structured reflection
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Quantitative
Owning their data– Plan– Collect– Analyze– Report
Prepared for graphs/analysis
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Why as an educator might you choose SL?
Process of science Engagement Problem solving Quantitative Writing Learning community
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Surprises
Initial costs Heterogeneity Quality Resumes Recommendations
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More to consider
Losing content
Safety
Group dynamics
Grading group work
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Other reasons to choose SL
College/University Goals– Strategic plan– Mission statement
Retention Community relations
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Resources
Campus Compact– Find your state Campus Compact office
Community service office on your campus– Teaching resource center– Service learning office– Community relations office
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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)
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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