Examples of Service-Learning Projects
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Service-Learning in University of Connecticut Upper Division Geosciences Courses part of Examples
Upper-division earth science courses taught in the Department of Geology and Geophysics at the University of Connecticut used a service-learning approach. The emphasis was on providing sound and useful scientific expertise through a project for the local community. Two projects, Imaging the Interior of the Nathan Hale Monument and Hydrogeophysical Investigation of the University Well Field, are described.
Environment and the Earth Class part of Examples
The Environment and the Earth class at the University of South Carolina participated in a campus environmental service-learning project where students collected data lighting, water fixtures, recycling bins, and trash in five academic buildings.
Field Biology, University of Maine-Farmington part of Examples
This field biology class uses a service-learning project instead of a course term paper. The students worked with 4th and 5th graders at a local school to teach them skills in wildflower and fern identification, and then to help them implement a nature trail, which will be accessible to the greater community.
Interpreting the History, Geology, and Ecology of Monterey Bay part of Examples
This is a 2-unit Service Learning option associated with the "Special Topics: The History, Geology, and Ecology of Monterey Bay" course. Students will learn about Monterey Bay in the special topics course and will share their knowledge with K-12 grade children at local schools by participating in the Virtual Canyon Project.
General Education Biology part of Examples
This course, a beginning biology course, uses service-learning to connect coursework with the local community. The students find and execute a service-learning project based on their interests as a requirement of the course.
Freshwater Ecology/Limnology part of Examples
Students study aquatic organisms in relation to the environmental conditions of lakes and streams. The course develops substantial quantities of data concerning the local watershed. This data is used by community partners in many contexts.
Hydrology Service-Learning at UVM part of Examples
At the University of Vermont, instructors used land use change, driven by development of the University of Vermont campus and recent student occupancy of surrounding neighborhoods in Burlington, Vermont, as an opportunity for service learning and for teaching fundamental hydrologic and geologic skills. Students from a Geomorphology class, Geohydrology class and student senior research projects all worked on the preoject. In each of these studies, students worked closely with City and University staff and presented results at local forums, professional national meeting, and on the World Wide Web. These service-learning projects have received positive feedback from the students, city officals, and community members.
Winter Geohydrology part of Examples
This geohydrology course is built around a winter pond study and a snowpack analysis of a skiing area. Both projects are ice- and snow-dependent projects for use in the Vermont winter.
Global Change Biology Service-Learning Project part of Examples
The class engaged in a service learning project to craft a draft sustainability vision for Carleton. The students worked in teams of 3-4 students and the statements that each of the teams developed were shared with the Environment and Technology Studies Program (ENTS) and the Carleton Environmental Advisory Committee (EAC).