ERIC ED449731: Acting Locally: Concepts and Models for Service-Learning in Environmental Studies. AAHE's Series on Service-Learning in the Disciplines.

218 Pages·1999·4.2 MB·English

by  ERIC

DOCUMENT RESUME
HE 033 731
ED 449 731
Ward, Harold, Ed.
AUTHOR
Service-Learning in
Acting Locally: Concepts and Models for
TITLE
Service-Learning in
Environmental Studies. AAHE's Series on
the Disciplines.
Washington, DC.
American Association for Higher Education,
INSTITUTION
ISBN-1-56377-013-X
ISBN
1999-00-00
PUB DATE
series, see HE 033
217p.; For other documents in this
NOTE
supplied by
726-743. Initial funding for this series was
Campus Compact.
Dupont
American Association for Higher Education, One
AVAILABLE FROM
($28.50). Tel:
Circle, Suite 360, Washington, DC 20036-1110
[email protected]; Web
202-293-6440; Fax: [phone]; E-mail:
site:cwww.aahe.org>.
General (020)
-- Collected Works
Books (010)
PUB TYPE
MF01/PC09 Plus Postage.
EDRS PRICE
College
Biology; Chemistry; Children; College Faculty;
DESCRIPTORS
Services;
Students; Community Colleges; Community
*Environmental
Consultants; Curriculum Development;
Education; Ethics; Higher Education; Intellectual
School
Disciplines; Lead Poisoning; Problem Solving;
*Service Learning;
Community Programs; Science Education;
Urban Areas
Student Participation; Student Volunteers;
Collaborative Research; Lead (Metal)
IDENTIFIERS
ABSTRACT
monographs on service
This volume is part of a series of 18
in this volume focus on
learning and the academic disciplines. The essays
environmental studies. The Introduction,
service-learning in a wide range of
in Environmental Studies Programs?" was
"Why is Service-Learning So Pervasive
in Part 1 share a focus on
written by Harold Ward. The chapters
they include: "An Undergraduate
service-learning as a "consulting company";
(James F. Hornig); "The Challenges of
Course as a Consulting Company"
Curriculum
Biology: Environmental Science
Integrating Service-Learning in the
"Evolution of thee'
Firmage and F. Russell Cole);
at Colby College" (David H.
(Lois
Bates College, Lewiston, Maine"
Consultant Model of Service-Learning,
Alison S. Lathrop); "The Ethics of
K. Ongley, Curtis Bohlen, and
in Chemistry" (Alanah Fitch,
Community/Undergraduate Collaborative Research
Curriculum at
Schmidt); "Evolving a Service-Learning
Aron Reppmann, and John
(Harold
Learned from Our Community Partners"
Brown University, or What We
of the Heap: A Junior Faculty Member
Ward); and "A View from the Bottom
(Katrina Smith Korfmacher). The
Confronts the Risks of Service-Learning"
the particulars of the projects,
first six chapters in Part 2 focus on
Save the
include: "Raising Fish and Tomatoes To
courses, and programs; titles
and Expanding the Mission of a
Rustbelt" (Eric Pallant); "Fulfilling
"Connecting with Human and Natural
Community College" (Janice Alexander);
Klyza,
(John Elder, Christopher McGrory
Communities at Middlebury College"
"An Educational Strategy To Reduce
Jim Northup, and Stephen Trombulak);
University
Environmental Lead: ENVS 404 at the
Exposure of Urban Children to
Joanne
Walter Cressler, Peter Bloch, and
of Pennsylvania" (Robert Giegengack,
and the Community: A Southern
Piesieski); "Connecting the Classroom
"An Experiment in Environmental
California Experience" (Nan Jenks-Jay);
the best that can be made
Reproductions supplied by EDRS are
from the original document.
Service - Learning" (Calvin F. Expo); and "Service-Learning in Environmental
Studies at the University of Vermont through a Senior Capstone Course on
Environmental Problem Solving and Consulting" (Thomas R. Hudspeth). The final
three chapters in this part present models in which internship and
cocurricular experiences play an especially important role; titles are:
"Industrial Areas and Natural Areas: Service-Learning in Southeast Michigan"
(Orin G. Gelderloos); "ALLARM: A Case Study on the Power and the Challenge of
Service in Undergraduate Science Education" (Candie C. Wilderman); and
"Environmental Service and Learning at John Carroll University: Lessons from
the Mather Project" (Mark Diffenderfer). An Afterword by Peter Blaze Corcoran
is included. Appended is 17-item annotated bibliography. (All papers contain
references.)
(SM)
made
Reproductions supplied by EDRS are the best that can be
from the original document
AAHE'S SERIES ON SERVICE-LEARNING IN THE DISCIPLINES
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Ile This document has been
reproduced as
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Minor changes have been made to
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FM
AAHE'S SERIES ON SERVICE-LEARNING IN THE DISCIPLINES
Acting Locally
Concepts and Models
for Service-Learning
in Environmental
Studies
Harold Ward, volume editor
.s,
\Edward Zlotkowski,setieseditor
A PUBLICATION OF THE
AA
mi I
I
AMERICAN ASSOCIATION
FOR HIGHER EDUCATION
3
Acting Locally: Concepts and Models for Service-Learning in Environmental Studies
(AAHE's Series on Service-Learning in the Disciplines)
Harold Ward, volume editor
Edward Zlotkowski, series editor
C 1999 American Association for Higher Education. All rights reserved. Printed in the United States
of America.
Opinions expressed in this publication are the contributors' and do not necessarily represent those
of the American Association for Higher Education or its members.
About This Publication
This volume is one of eighteen in AAHE's Series on Service-Learning in the Disciplines. Additional
copies of this publication or others in the series from other disciplines can be ordered using the form
provided on the last page or by contacting:
AMERICAN ASSOCIATION FOR HIGHER EDUCATION
One Dupont Circle, Suite 360
Washington, DC 20036-1110
ph 202/293-6440 x11, fax [phone], email [email protected]
www.aahe.org
ISBN 1- 56377 -013 -X
4
ISBN (18 vol. set) 1-56377-005-9
-771P,r7;
-
Memorial Note
One of the intended contributions to this volume does not appear due to
the untimely death of its prospective author, on October 6, 1996, at age 39.
Julie Roque received her undergraduate degree in chemistry at the Uni-
versity of California, San Diego. She completed a master's in chemistry (with
an environmental specialty) and a special doctorate in environmental risk
policy, both from Brown University. She was a postdoctoral fellow at the Uni-
versity of North Carolina, and then joined the faculty of the School of Pub-
lic Policy and Social Research at the University of California, Los Angeles
as
an assistant professor of urban planning. At UCLA she was a cofounder of
the UCLA Pollution Prevention Education and Research Center, and served
as associate director for research for the Lewis Center for Regional Policy
Studies.
Julie took a leave of absence to work as a senior policy analyst in the
Office of Science and Technology Policy in the White House during 1994-95.
At a ceremony to plant a tree in Julie's memory in the White House garden,
John Gibbons, the assistant to the president for science and technology, said:
Julie was an influential force in evaluating and devising policies related to
regulatory reform, the impacts of toxic substances on human health and
the environment, and risk assessment and management. She
was an
established leader in the field of environmental justice, and worked with
experts in other federal departments and agencies to guide the Adminis-
tration's policies in this important area of environmental policy.
Julie Roque was a strong environmental advocate, and in her
own work
and in her teaching was a vigorous proponent of service-learning.
This volume is dedicated to her memory
Contents
About This Series
Edward Zlotkowski
vii
Introduction
Why Is Service-Learning So Pervasive in Environmental Studies Programs?
Harold Ward
1
Part 1
An Undergraduate Course as a Consulting Company
James F. Homig
13
The Challenges of Integrating Service-Learning in the
Biology:Environmental Science Curriculum at Colby College
David H. Firmage and F. Russell Cole.
25
Evolution of the Consultant Model of Service-Learning,
Bates College, Lewiston, Maine
Lois K. Ongley, Curtis Bohlen, and Alison S. Lathrop
39
The Ethics of. CommunitylUndergraduate Collaborative Research in Chemistry
Alanah Fitch, Aron Reppmann, and John Schmidt
53
Evolving a Service-Learning Curriculum at Brown University,
Or What We Learned From Our Community Partners
Harold Ward
65
A View From the Bottom of the Heap: A Junior Faculty Member
Confronts the Risks of Service-Learning
Katrina Smith Korfmacher.
77
Part 2
Raising Fish and Tomatoes to Save the Rustbelt
Eric Pallant
89
Fulfilling and Expanding the Mission of a Community College
Janice Alexander
99
.
Connecting With Human and Natural Communities at Middlebury College
John Elder, Christopher McGmry Klyza, Jim Northup, and Stephen Trombulak
111
An Educational Strategy to Reduce Exposure of Urban Children
to Environmental Lead: ENYS 404 at the University of Pennsylvania
Robert Giegengack, Walter Cressler, Peter Bloch, and Joanne Piesiesld
121
Connecting the Classroom and the Community:
A Southern California Experience
Nan Jenks-Jay
133
tn,
An Experiment in Environmental Service-Learning
145
Calvin F. Exoo
Service-Learning in Environmental Studies
at the University of Vermont Through a Senior Capstone Course
on Environmental Problem Solving and Consulting
157
Thomas R. Hudspeth
Industrial Areas and Natural Areas: Service-Learning in Southeast Michigan
167
Orin G. Gelderioos
ALLARM: A Case Study on the Power and the Challenge of Service in
Undergraduate Science Education
179
Candle C. Wilderman
Environmental Service and Learning at John Carroll University:
Lessons From the Mather Project
Mark Diffenderfer
191
Afterword
201
Peter Blaze Corcoran
Appendix
Annotated Bibliography.
205
List of Contributors
209
About This Series
by Edward Zlotkowski
The following volume, Acting Locally: Concepts and Models for Service-Learning in
Environmental Studies, represents the ninth in a series of monographs on
service-learning and academic disciplinary areas. Ever since the early 1990s,
educators interested in reconnecting higher education not only with neigh-
boring communities but also with the American tradition of education for
service have recognized the critical importance of winning faculty support
for this work. Faculty, however, tend to define themselves and their respon-
sibilities largely in terms of the academic disciplines/disciplinary areas in
which they have been trained. Hence, the logic of the present series.
The idea for this series first surfaced late in 1994 at a meeting convened
by Campus Compact to explore the feasibility of developing a national net-
work of service-learning educators. At that meeting, it quickly became clear
that some of those assembled saw the primary value of such a network in
its ability to provide concrete resources to faculty working in or wishing to
explore service-learning. Out of that meeting there developed, under the
auspices of Campus Compact, a new national group of educators called +.1-_e
Invisible College, and it was within the Invisible College that the monograph
project was first conceived. Indeed, a review of both the editors and contrib-
utors responsible for many of the volumes in this series would reveal signif-
icant representation by faculty associated with the Invisible College.
If Campus Compact helped supply the initial financial backing and
impulse for the Invisible College and for this series, it was the American
Association for Higher Education (AAHE) that made completion of the proj-
ect feasible. Thanks to its reputation for innovative work, AAHE was not only
able to obtain the funding needed to support the project up through actual
publication, it was also able to assist in attracting many of the teacher-
scholars who participated as writers and editors.
Three individuals in particular deserve to be singled out for their contri-
butions. Sandra Enos, former Campus Compact project director for Integrat-
ing Service With Academic Study, was shepherd to the Invisible College proj-
ect. John Wallace, professor of philosophy at the University of Minnesota,
was the driving force behind the creation of the Invisible College. Without
his vision and faith in the possibility of such an undertaking, assembling the
human resources needed for this series would have been very difficult.
and all that followed in its wake
Third, AAHE's endorsement
was due
largely to then AAHE vice president Lou Albert. Lou's enthusiasm for the
monograph project and his determination to see it adequately supported
VII
ZLOTKOWSKI
monograph
were critical to its success. It is to Sandra, John, and Lou that the
series as a whole must be dedicated.
Another individual to whom the series owes a special note of thanks is
Teresa E. Antonucci, who, as AAHE program manager for the Service-
Learning Project, has helped facilitate much of the communication that has
allowed the project to move forward.
The Rationale Behind the Series
A few words should be said at this point about the makeup of both the gen-
eral series and the individual volumes. The present volume is the first not
tied to a specific traditional discipline. As a field on which many disciplinary
perspectives are routinely brought to bear, environmental studies may seem
to provide an ideal example of the "natural fit" possible between communi-
ty service and academic study. "Natural fit," however, has not been the deter-
minant factor in deciding which disciplines/interdisciplinary areas the
series should include. Far more important have been considerations related
to the overall range of disciplines represented. Since experience has shown
from architecture to zoology
that there is probably no disciplinary area
where service-learning cannot be fruitfully employed to strengthen stu-
dents' abilities to become active learners as well as responsible citizens, a
primary goal in putting the series together has been to demonstrate this
disciplines such as
fact. Thus, some rather natural choices for inclusion
have been passed over in
anthropology, geography, and religious studies
favor of other, sometimes less obvious selections from the business disci-
plines and natural sciences as well as several important interdisciplinary
areas. Should the present series of volumes prove useful and well received,
we can then consider filling in the many gaps we have left this first time
around.
If a concern for variety has helped shape the series as a whole, a con-
cern for legitimacy has been central to the design of the individual volumes.
To this end, each volume has been both written by and aimed primarily at
academics working in a particular disciplinary/interdisciplinary area. Many
individual volumes have, in fact, been produced with the encouragement
and active support of relevant discipline-specific national societies. In the
case of this Environmental Studies volume, I wish to acknowledge the
encouragement lent to the undertaking by the North American Association
for Environmental Education (NAAEE). Indeed, Peter Corcoran, a former
NAAEE president, has generously provided a special afterword.
Furthermore, each volume has been designed to include its own appro-
priate theoretical, pedagogical, and bibliographical material. Especially with
regard to theoretical and bibliographical material, this design has resulted in
STUDIES9
ENVIRONMENTAL
VIII