The intersection of research, teaching, and service: Designing science-based service learning projects to meet learning and research objectives

Background/Question/Methods

Service-learning is a pedagogical approach that allows students to apply their academic learning, gain professional skills, serve their community and integrate their experiences through reflection. The Environmental Leadership Program is a service-learning program that matches student teams with non-profit organizations, governmental agencies and businesses to address local environmental needs. Our mission is to provide: 1) undergraduates with an integrative and practical capstone experience; 2) graduate students an opportunity to develop project management skills; and 3) community partners with cost-effective and high-quality services that address their specific needs. Service-learning can be used to effectively teach ecological concepts and skills through field-based research, monitoring and restoration projects. However, meeting both student learning objectives and partner research objectives requires a thoughtful, structured approach for choosing projects, designing field methodologies, and preparing students. We will present a case study that illustrates how service-learning projects can be collaboratively developed and implemented to achieve in-depth student understanding and high-quality research results.

Results/Conclusions

Our research goal was to evaluate if homogeneity in soil surface elevations alters plant diversity in restored wet prairies compared to remnant prairies. A team of undergraduate students (Environmental Studies and Environmental Science majors) used standard field techniques to measure variation in microtopography, water levels, and vegetation at restored and remnant prairies. They summarized their findings in a research report, scientific poster, and public presentation. To evaluate how the project met research objectives, we compared student performance to established quality control standards (e.g., acceptable error in topographical surveys) and evaluated student products against pre-determined research goals. To evaluate how the project met learning objectives, we used an integrated system of qualitative assessments, including student self-assessments, peer evaluations, and instructor evaluations. We used a field-based assessment of skills (authentic assessment methodology) to determine if students could apply concepts and techniques in a field research setting. We will share lessons learned regarding successful project design and implementation, academic rigor and reflection, quality control, and evaluation. We will describe how service-learning can provide students with practical research and writing skills, applied ecological knowledge, and experience working collaboratively in a team-based research setting, while also providing a useful product to project partners.