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Service Learning -- Discussion
Susan Howes Conrad
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-service to community vs service to the University
-is mapping the campus, service to the community?
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-mentions SL specifically
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Scaffolding (ex. PBL design)
-subsequent courses contribute more to the ongoing project
-How to keep the community partners involved?
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Making connections with groups who are already working on Earth System/community service in the local community or geography may be a way to start a service learning opportunity more quickly. www.wastormwatercenter.org/eyes-watershed
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GEOG 3500 students work with students and teachers in inner-city schools implementing the GLOBE program (www.globe.gov) Surface Temperature Protocols. They must collect air and surface temperature samples, and also analyze WeatherBug weather station ambient air data. The surface temperature and ambient temperature data are displayed on ArcGIS Online maps. The students also collect criteria air pollutant data using low-cost air quality sensors. The data are mapped and compared to regional/government sensor data. Students must write a term paper based upon their experiences and then do an oral presentation of their work.
Students learn how to translate complex earth science concepts into terms understandable to non-scientists. They also serve as role-models for younger, high school students from populations underrepresented in the geosciences.
David Padgett firstname.lastname@example.org
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Another one might be AASHE. This group is focused on infusing sustainability in higher education.
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If SL is the foundation for the online presence created by students to raise awareness of a geoscience issue, it is helpful to have the students then use it after creation.
How to take students from one level to the next level?
---club to class to other?
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Assessment can also include change in scope or reach of a particular SLP:
-number of hours
-degree of civic engagement
-do the students learn something...instead of stand alone survey, incorporate into their exam
-Science Practice Video/paper to demonstrate that they have learned more about the way that science is done. They record themselves doing different part of the project and do a reflection at the end when they consider what part of science they were doing.
-Student attitude toward (geo)science
-change in the community
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Teach the Earth
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How about through natural hazards?
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That's mostly place based... works great in areas where hurricanes and tornadoes and earthquakes are common, but that's not relevant for every location... I'd love to talk about community earthquake preparedness, but I teach in Wisconsin :)
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