ED13D:
Service Learning in the Geosciences Posters

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Session ID#: 13357

Session Description:
Service learning, in which students address real community issues in ways which connect to course goals, has the potential for great benefits to students, universities and communities.  These benefits may include greater student learning, strengthened relationships between schools and communities, career-relevant experiences and better teaching experiences for faculty.  While many faculty include service learning within their courses, a relatively small proportion of this work is represented in the literature.  This session encourages papers which highlight research findings on service learning, display the variety of service learning projects across geoscience disciplines, synthesize best practices and lessons learned, or describe the benefits of and barriers to service learning experienced by students, faculty and communities.  Examples of service learning which engage students or communities historically under-represented in sciences are highly encouraged.   The outcomes of this session will include a snapshot of service learning as it is being practiced and understood in the geosciences.
Primary Convener:  Susan M Sullivan, University of Colorado at Boulder, Boulder, CO, United States
Conveners:  Kerry Brenner, National Academy of Sciences, Washington, DC, United States, Sarah K Fortner, Carleton College, Science Education Resource Center, Northfield, MN, United States and Suzanne OConnell, Wesleyan University, Middletown, CT, United States
Chairs:  Suzanne OConnell, Wesleyan University, Middletown, CT, United States and Susan M Sullivan, University of Colorado at Boulder, Boulder, CO, United States
OSPA Liaison:  Susan M Sullivan, University of Colorado at Boulder, Boulder, CO, United States

Cross-Listed:
  • PA - Public Affairs
Index Terms:

0810 Post-secondary education [EDUCATION]
0825 Teaching methods [EDUCATION]
0850 Geoscience education research [EDUCATION]
0855 Diversity [EDUCATION]

Abstracts Submitted to this Session:

Post-graduation survey of the impact of geoscience service-learning courses at Wesleyan University (134483)
Suzanne OConnell1, Sophia Ptacek2, Kim Diver2, Timothy CW Ku3, Phillip G Resor1 and Dana L Royer4, (1)Wesleyan University, Middletown, CT, United States, (2)Wesleyan Univ, Middletown, CT, United States, (3)Wesleyan University, Earth & Environmental Science, Middletown, United States, (4)Wesleyan University, Department of Earth and Environmental Sciences, Middletown, CT, United States
The role of service learning in teaching and research for disaster-risk reduction (177955)
Jenny Suckale1, Zahraa Saiyed2, Teuku Alvisyahrin3, George E Hilley4, Abdul Muhari5, Mary Lou C Zoback2 and Sarah Truebe2, (1)Stanford University, Department of Civil and Environmental Engineering, Stanford, CA, United States, (2)Stanford University, Stanford, CA, United States, (3)Syiah Kuala University, Tsunami and Disaster Mitigation Research Center, Banda Aceh, Indonesia, (4)Stanford University, Geological Sciences, Stanford, CA, United States, (5)Ministry of Marine Affairs and Fisheries, Coastal Disaster Mitigation Division, Jakarta, Indonesia
Service-Learning in the Environmental Sciences for Teaching Sustainability Science (182317)
Sarah Truebe, Stanford University, Community Engaged Learning in Environmental Sustainability, Vice Provost of Undergraduate Education, and the Haas Center for Public Service, Stanford, CA, United States and Aaron Leigh Strong, Stanford University, Emmett Interdisciplinary Program in the Environment and Resources, Stanford, CA, United States; University of Maine, Marine Policy Program, School of Marine Sciences and George J. Mitchell for Sustainability Solutions, Orono, ME, United States
Earth Systems Field Work: Service Learning at Local and Global Scales (197312)
Alexandra Moore, Cornell University, Ithaca, NY, United States and Louis A Derry, Cornell University, Department of Earth and Atmospheric Sciences, Ithaca, United States

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