Reflective Writing in response to Invasive Species Removal
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Oct 9, 2012
Students enrolled in a Restoration Ecology course participate in a hands-on project to remove an invasive plant (Scotch Broom) from the restoration site. This activity outlines potential reflective writing prompts that could be used in a science course to enhance student understanding of scientific concepts.
Connect service project to course content, such as ecosystem dynamics, adaptation, grownth patterns in plants
Reflect on service experience
Illustrate role of reflective practice in science course
Context for Use
The time devoted to the service project itself can be determined by the instructor, but it should include enough time that each student has the opportunity to complete some of the physical labor necessary to remove a Scotch Broom plant. The reflective writing could be completed during class time or outside of class. If the reflective writing is done during class, at least 20 minutes for writing is recommended.
The reflective writing could be used as a tool to assess how effectively a student can apply course content to this particular invasive species. Or, the writing could be used to help students prepare for class discussion.