Creating a Service-Learning Concentration in Environmental Science: Lessons Learned
Service-learning is a form of experiential education providing students with both classroom material and an application of the material to a real-world problem with a community partner. This project outlines a four-course service-learning concentration within an environmental science or environmental studies degree at Suffolk University in Boston, Massachusetts (Suffolk). Service-learning components were developed in the 2018-2019 academic year with the help of a grant from the Campuses for Environmental Stewardship Program. The courses were either major required courses or major electives to avoid overburdening students with credits. Fifty-five students were enrolled in the service-learning courses for the proposed concentration in the 2018/2019 academic year at Suffolk. An evaluation (pre/post surveys with 58% response rate) found that students left the term feeling more confident in their communication and teamwork skills, better understood community partners’ needs through their partnerships outside of the classroom and, felt that they would take other service-learning courses given the opportunity. Obstacles for the participating faculty members including additional time inputs, added stresses of administrative paperwork, and the need for a continued financial support to over the service component of the courses on a regular basis did arise.
- Authors submitting articles to the Journal of Service-Learning in Higher Education are responsible for securing any permissions or licensing pertaining to the use of copyrighted materials and photographs/graphics. Authors of accepted articles assign the Journal of Service-Learning in Higher Education the right to edit, publish, and distribute their text on the Internet, to archive it, and make it permanently retrievable.
- Authors do retain their copyright, so articles may be reprinted after publication as long as the Journal of Service-Learning in Higher Education is acknowledged as the original site of publication. Articles that have already been published or are being considered for publication elsewhere are not eligible for publication in the Journal of Service-Learning in Higher Education, unless a cross-publishing arrangement has been previously negotiated.
- Opinions or points of view expressed in the publication are those of the authors and do not necessarily reflect the official position of the University of Louisiana System or institutions or organizations affiliated with the Journal of Service-Learning in Higher Education.