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

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Title: Service-Learning Practice in Upper Division Geoscience Courses: Bridging Undergraduate Learning, Teaching, and Research.
Authors: Liu, Lanbo, Philpotts, Anthony R., Gray, Norman H.
Source: Journal of Geoscience Education. Mar2004, Vol. 52 Issue 2, p172-177. 6p. 2 Black and White Photographs, 1 Diagram.
Subjects: LEARNING, EARTH science education, GEOLOGY education in universities & colleges, SOCIAL services, SERVICE learning
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Geoscience Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Teacher Reference Center
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  Data: Service-Learning Practice in Upper Division Geoscience Courses: Bridging Undergraduate Learning, Teaching, and Research.
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  Data: <searchLink fieldCode="AR" term="%22Liu%2C+Lanbo%22">Liu, Lanbo</searchLink><br /><searchLink fieldCode="AR" term="%22Philpotts%2C+Anthony+R%2E%22">Philpotts, Anthony R.</searchLink><br /><searchLink fieldCode="AR" term="%22Gray%2C+Norman+H%2E%22">Gray, Norman H.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Geoscience+Education%22">Journal of Geoscience Education</searchLink>. Mar2004, Vol. 52 Issue 2, p172-177. 6p. 2 Black and White Photographs, 1 Diagram.
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  Data: <searchLink fieldCode="DE" term="%22LEARNING%22">LEARNING</searchLink><br /><searchLink fieldCode="DE" term="%22EARTH+science+education%22">EARTH science education</searchLink><br /><searchLink fieldCode="DE" term="%22GEOLOGY+education+in+universities+%26+colleges%22">GEOLOGY education in universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22SOCIAL+services%22">SOCIAL services</searchLink><br /><searchLink fieldCode="DE" term="%22SERVICE+learning%22">SERVICE learning</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Geoscience Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.5408/1089-9995-52.2.172
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        Text: English
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        Type: general
      – SubjectFull: EARTH science education
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      – SubjectFull: GEOLOGY education in universities & colleges
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      – SubjectFull: SOCIAL services
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              Text: Mar2004
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