Service-Learning Practice in Upper Division Geoscience Courses: Bridging Undergraduate Learning, Teaching, and Research

Abstract

Service-learning practice has been implemented in a number of upper division geoscience courses taught at the University of Connecticut. These courses include engineering geology, environmental geophysics, exploration seismology, and geology and geophysics field schools. The objectives for implementing service-learning practice are (1) to foster student interest in earth sciences through community service; (2) to enhance university outreach through interactions with communities by helping solve local geological and environmental problems; (3) to enhance students' learning ability by applying course knowledge to real-world problems; and (4) to encourage the student-centered learning process and team-work as cooperative learning. The response from participating students and local community leaders to this practice shows that service-learning is an effective way to improve geological undergraduate learning. It has the capacity to foster learning, teaching, and undergraduate research, and facilitates multi-lateral interactions among students, faculty members, and local town public work professionals.