Ecotrail design: Integrating ecology and sustainable design education in a hands-on interdisciplinary course

Background/Question/Methods

In collaboration between faculty in Biology and Graphic Design at Daemen College, a multi-year project was initiated to engage students in environmental science through hands-on development of a campus outdoor education area.  In spring of 2006, a non-majors Environmental Science course introduced students to scientific concepts through team projects in designing the future campus Ecotrail.  During three subsequent semesters, students in an environmental service learning course have planned, modified and physically created the campus Ecotrail.  Our continuing goals for the Ecotrail project are to educate students through trail creation, on-going maintenance and future expansion and to create an educational and recreational space that will allow an interdisciplinary appreciation for environmental issues and natural history.  The Ecotrail provides interpretative information via signage and demonstrates sustainable principles through its use of recycled materials, solar power and recovery of a degraded stream bed.  The trailhead display building serves as a demonstration for a living roof. 

Results/Conclusions

During trail development, students have learned about decomposers and composting, invasive species and their control methods, utilization of brush piles by birds and other wildlife, issues of soil compaction and stream flow dynamics.  Education majors have learned about effective ways of conveying environmental information to others through signage, imagery and interpretive dialogue.  Two pre-post assessments were utilized in the course to measure changes in students’ environmental impact behaviors and their perceived comfort in different environments.  Student responses suggested positive changes in their attitudes to reducing their environmental impact (p<0.001, n=63).   Reflective essays written by the students have provided insight into connections that students have made between hands-on activities, their impact in their daily life and their appreciation of natural habitats.   As faculty, we have had to adjust our styles of teaching to allow for the less structured format of this learning experience; however, we have been rewarded by student engagement in the project.