Undergraduate students can be effective communicators of processes, issues and challenges in the coastal environment. Even at an introductory-level, students can utilize their basic content knowledge and share their learning with the campus and greater community. Projects embedded in undergraduate courses shared outside of the classroom not only reinforce learning, but can satisfy the civic engagement mission of the university and improve the scientific literacy of the students as future citizens, whether they pursue a science major or not. Example service learning projects to teach youth about coastal issues include writing educational letters for kids for Camp Fire USA’s Absolutely Incredible Kid Day, and hosting Girl Scout Badge Day programs teaching oceanographic content. College/adult programs include hosting campus panel discussions and debates, and creating social media campaigns and a podcasting series communicating coastal issues. GOAL: To provide Junior Girl Scouts the opportunity to engage in hands-on activities to earn a science-themed badge. Successes: Undergraduate students have designed activities, written take-home workbooks, and led Saturday programs for the badges Water Wonders, Oil Up, and Earth Science Week. Preand postsurveys show an increase in learning with Scouts before/after program. Scouts report an increased interest in science, troop leaders return for future science programming. Challenges: Getting the girls excited to learn about science, keeping the girls focused and engaged throughout the day. Getting undergraduate students enthusiastic about a Saturday-morning program. GOAL: To match the goals of AIKD but enhance the letters to children with educational content relating to oceanography/water issues. Successes: A service-learning component in three semesters, handwritten letters delivered to elementary school classrooms. Challenges: Making the letters not “doom and gloom,” writing at an appropriate letter for the audience (children). GOAL: Share with the campus community accurate information of challenges being faced in the coastal environment, especially in local coastal communities. Successes: Student organized, excellent attendance, generates continued on-campus discussions post-event. Challenges: Having students prepared to answer questions, feel confident with science content and presenting. GOAL: Create a two-week water awareness campaign including 20 podcasts and social media outreach, timed with Earth Day. Successes: The project was designed and carried out by students, promoted by the campus, even picked up by the Science Centre Singapore. Twitter account @PSUBW_Water active. Challenges: When the semester ends, so do the additions/updates to the blog and social media sites. Science Badge Days for Girl Scouts Educational Letters on Oceanographic Topics for Absolutely Incredible Kid Day On-Campus Panel Discussions/ Debates – “Battle of the Beaches” Two-Week Podcasting/Social Media Campaign for Water http://waterbytes.tumblr.com Why Have Students as the Communicators of Science • Having students share what they have learned, even content from introductory-level courses, reinforces learning of the material. • Students are often disconnected from and do not see the relevance of what they are learning. Focused classroom projects can have students make those connections. • Students are well-connected with their peers through social media – informal communication channels still encourages discussion of science topics. • Universities like having students engage in outreach projects – matches mission statement and/or strategic plan. • As current and future citizens, students will be reading/hearing science news stories and voting on issues. As defined in the various science literacy principles (pictured below), a scientificallyliterate citizenry is critical to education and awareness of coastal issues. An annual letter-writing campaign by Camp Fire USA to build the self-esteem of youth One example – a Coastal Disasters and Hazards course traveled to Ocean City, MD, and Assateague Island National Seashore for tours and observations of coastal management challenges. The course investigated the mission of public lands and the challenges dealing with shoreline erosion.
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The post GSA Penrose/AGU Chapman Conference Abstract & Poster (2013) – Course-Embedded Undergraduate Projects to Increase Public Awareness of Impacts on Coastal Environments appeared first on Modish Project.
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