1. Service Learning in an Introductory Oceanography Course Ed Laine Cutting Edge July 15-17, 2008

2. Marine Environmental Geology Geo/ES103  Environmental Studies –Introductory science requirement  Inquiry in the Natural Sciences –Bowdoin distribution  Geo major –Must have 101 (Physical)

3. Numbers  36 students –2 lab sections of 18  Mainly non-science  60-75% women

4. Fall semester  Fall diatom bloom  Fading hypoxia  Episodes of reverse estuarine circulation  Breakdown of stratification of water column

5. Community partners  Friends of Casco Bay  Town of Harpswell  Bowdoin Buoy Facility  Harpswell Heritage Land Trust

6. Projects  Documenting dissolved oxygen changes  Studying estuarine circulation patterns  Studying the evolution of plankton blooms  Groundtruthing backscatter texture maps  Groundtruthing instrumental chlorophyll

7. Approaches to Service & Experiential Learning RecipientBeneficiary Provider ServiceFocusLearning Service Learning Community ServiceField Education VolunteerismInternship (Furco, 1996)

8. SERVICE learning service LEARNING SERVICE LEARNING (Sigmon, 1984)

9. Problem-Based Service- Learning  Students address a problem for a community partner  The process delivers part of the traditional content of a course  Two way street between school and community

10. Important PBSL Features  Community partner  Student learning and logistics ~ faculty responsibility  Problem statement jointly written  Meets learning goals  Team work required

11. PBSL Model - 8 steps Come to the poster  Project design   Community partners  Building community  Building capacity  Problem statement  Project management  Assessment  Reflection

12. Role changes  Font of knowledge >> Mentor  Advance planner  Deliver knowledge “just in time” –Bag of tricks  Observe and mentor  Initially link to community

13. Back to Geo103 Writing  Proposal  Draft report  Poster  Sharing  Symposium  Report  Structured reflection

14. Quantitative  Owning their data –Plan –Collect –Analyze –Report  Prepared for graphs/analysis

15. Why as an educator might you choose SL?  Process of science  Engagement  Problem solving  Quantitative  Writing  Learning community

16. Surprises  Initial costs  Heterogeneity  Quality  Resumes  Recommendations

17. More to consider  Losing content  Safety  Group dynamics  Grading group work

18. Other reasons to choose SL  College/University Goals –Strategic plan –Mission statement  Retention  Community relations

19. Resources  Campus Compact Campus Compact –Find your state Campus Compact officestate Campus Compact office  Community service office on your campus –Teaching resource center –Service learning office –Community relations office

20. A practical guidebooks for SL practice  Gordon, R.Ed. (2000). Problem Based Service Learning: A Fieldguide for Making a Difference in Higher Education, Campus Compact for New Hampshire (Sponsor)

21. Another guidebook (free)  Seifer, S. D., and K. Connors, Eds. (2007) Faculty Toolkit for Service- Learning in Higher Education (Higher Education Starter Kit), Community- Campus Partnerships for Health for Learn and Serve America’s National Service-learning ClearinghouseFaculty Toolkit for Service- Learning