Student professional development in applied ecology through civic engagement, project management and team building

Background/Question/Methods

A primary goal of current undergraduate education in applied ecology and environmental science is to foster student understanding of the core principles of ecology and environmental science while preparing them to be innovative problem solvers.  An Environmental Studies senior capstone course, Environmental Assessment and Project Development, has been designed to help students transition from merely solving problems in the classroom to real world applications in the field. Moreover, as a means of transitioning to a broader view,  civic engagement and team leadership are deeply infused in the learning process.  In contrast to the typical undergraduate model of dividing a group project into isolated parts, this course is highly integrative, employing complex project development with analysis and application of information.

Results/Conclusions

Before the semester begins, instructors identify community-based projects and partners willing to work with the student project teams.  The civic engagement dimension of  addressing community issues is central to the course.  Examples of past projects include an economic analysis of locally grown foods marketed through a cooperative, a feasibility study for a farm incubator, a GIS based watershed analysis of agriculture, and an environmental assessment of land applications of biosolids.  Students work throughout the semester in  3 – 6 person project teams, meeting frequently with their project partners.  Teams  develop a concept map describing the project goal,  target condition, direct and indirect threats, and other contributing factors.  They use adaptive management techniques to modify their model through cycles of information gathering, evaluation, and revision.  All information is documented and shared with team members and the faculty through a WIKI, maintained by the students.  Team functioning is enhanced with Team Development Workshops, held 3 times during the semester.  Workshops include an introduction to teamwork and leadership, team self assessment, and ongoing team development strategies.  Team management is centered on 6 TeamWise model dimensions of  team effectiveness: clarity, commitment, practices, participation, capabilities and power.   Assessments of this approach to student development are through 1)  evaluation of the final project products, a team report and oral presentation, 2)   evaluation of the project progress and reports by project partners, and 3)  longevity of the project beyond the end of the semester.  Projects completed in the past two years have been well developed, with four resulting in long term, regional initiatives.