Post on 13-Dec-2015
OSSPEEC – PreEngineering Educational Collaborative
Service - Learning Models
Bruce Berdanier, PhD, PE, LS
Department HeadCivil and Environmental
EngineeringSouth Dakota State University
Joanita Kant, MSPhD Candidate
South Dakota State University
IntroductionConstructivism and Service - Learning
Constructivism
Constructivist Pedagogy:
●Emphasizes knowledge gained through guided experience where the learner builds complex and interrelated understandings.
●Deep knowledge develops where information is a “light on in the mind” not a “load on the mind.”
●The Kolb-Fry experiential learning model is a spiral usually beginning at step one but can begin at any of the four steps in a repetitious cycle.
Why?
What?
How?
What if?
Traditional Constructivist Learning Cycle after Boyer
Kolb and Fry Experiential
Learning Model
1. concrete
experience
2. observation and reflection on the
experience
3. formation of
abstract concepts based on reflection
4. testing abstract
concepts
OSSPEEC’s modified learning strategy emphasizes: • guided experience
• guided reflection
• cross-disciplinary learning
• a “systems” approach to understanding the environment
• unintended consequences of human interventions.
Definitions PowerPoint revised after Diane Nagy 2011
Academic service-learning is a strategy that integrates service in the community with academic study to meet specific learning goals for students. Faculty, in partnership with community agencies, design service projects that willMeet community-identified needsAdvance students’ understanding of specific course contentPromote civic engagement
Critical reflective components are built into the course to help students consider relationships between their service, the course curriculum, current societal issues, and their professional goals.
Experiential service-learning is different, only in that it does not involve a course for credit.
OSSPEEC provides examples of both.
An Introduction
Summer 2012 Service- Learning Initiative
OSSPEEC involves internships and field education service-learning
Academic insight
Values and expertise
Service-Learning
Community DefinedOff-campus populations underserved by our
market economyOrganizations whose primary purpose is the
common goodAgencies whose mission provides
stewardship: public works, naturalresources
OSSPEEC and CU students collaborating on net-zero home for the Pine Ridge
community
Essential ElementsEmphasis on reciprocityLearning and service objectives are clearly
identified and congruous Service is meaningful, challenging, and
meets a real needReflection is continuous, structured, and
complexFosters learning about larger social issues
Service Projects
One-time group projects
Cross-disciplinary projects
Multi-semester projects
Alternative Weekend Opportunities
Alternative Breaks (immersion experiences)
OSSPEEC students and faculty Lester Richards, Tyler Corbine, Shane Herrod and Dr. Damon Fick (SDSMT) at Wanblee Veterans Wall
Principles of Good Practice If academic credit is awarded, it is for learning, not for the
service Includes set learning goals for students Criteria for the selection of service sites
Kyle White presenting on summer 2011 surveying work at Piya Wiconi
OSSPEEC / SDSMT field camp fieldtrip to drill a temporary monitoring well on Rapid Creek
Critical ReflectionLinks experience to course, or prior course, learning objectives Is guided and purposefulChallenges assumptions and complacencyOccurs before, during, and after serviceIncludes components that can be evaluated
according to well-defined criteriaInvolves reading, writing, doing and tellingClarifies values and fosters civic
responsibilityInvites feedback
Tinant, Means and Hansen
measuring deflection
Benefits to AgenciesInfusion of people power to meet
needsMore informed/involved citizenryIncreased name recognitionNew ideas and energyTechnical assistanceDiversity enhancementAccess to university resourcesReinvigorate staff
OLC students Jake Fergusson, Aaron Rasor
and Delaine Peterson collecting PHAB data to be
shared with OST Environmental Protection
Agency
Benefits to Universities and CollegesEnhance student satisfaction, retention, and
graduation ratesImprove relationships with communityAdvance institutional goals: Service, Social
Responsibility, Scholarship of Teaching and Learning, Diversity Enhancement
Promote coherent collaborative curriculum
OSSPEEC student and community member Oliver Covey relating academics
and service under a cottonwood tree
Benefits to Faculty
Enrich and enliven teachingIdentify new areas for research and
publicationDevelop projects that are
simultaneously productive in research, service, and teaching
More efficient use of available resources
Foster cross-disciplinary learning communities
Ale Higa (OLC faculty) and next
generation at an OLC research meeting
Benefits to Students Personal – enhanced sense of efficacy, identity,
morality
Social – diversity, social responsibility, citizenship skills, commitment to service
Academic – increased complexity of understanding, problem analysis, critical thinking, GPA, cognitive development, ability to apply learning to “real world”
OLC Student Delaine Peterson “enjoying the opportunity to research streams”
Heavy MetalsAreas of Focus on the PRIR and White River
WatershedTraditionally Edible PlantsSoilsSurface WaterSediment
Undergraduate and graduate student research
Interfacial ResearchEngineering, Environmental Science, Biology
Heavy Metals Research
We work in the “Field” and in the “Lab.”
Field and Lab
“Rough” and “Sophisticated”
White River Project Area 2012
Our TheoryImmediate participation of undergraduate
students early in their plan of study in field and laboratory experiences initiates their precognition to the benefit of future
classroom pursuits confirms their interest in science and technology
helps them self identify as a member of another defined community
gives them purpose in pursuing an academic degree and career
fulfills their need to serve the community through their intellect and efforts
Our ExperienceStudents have completed two summers of
STEM, service – learning, sampling and analysis
Presentations at OLC poster sessions last year and this year
Abstracts submitted to AIGEP conference for this fall
Next StepsPresentation of this years undergrad results
at selected conferencesCompletion of MS this year on White River
Sediment and waterDefined research (sampling and analysis)
program for next yearPropagation of field/lab summer program
Completion of Interfacial PhD during 2013