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- Title
Teaching Trees: Revisions to an Inquiry-Based, Service-Learning Field Lab Broaden Student Learning and Better Align With Learning Outcomes.
- Authors
Jeffries, Stephanie
- Abstract
Most introductory courses in environmental science are large, lecture-style general education classes. North Carolina State University's ES 100 is no exception, enrolling between 200 and 300 students and holding class meetings in the campus cinema. A key underlying learning objective, however, is to teach students that science is the pathway to discovery. In 2018, I involved my class in a hands-on service-learning project measuring trees on campus. After encountering logistical issues, I engaged students to evaluate and improve our methods. With the help of sustainability and instructional technology grants and expertise, I developed innovative teaching tools and data collection methods to create an enhanced field lab to collect long-term data on more than 100 campus trees. Between 2018 and 2019, students' reflection responses shifted from focusing on processes, like data collection, to more concept- and discovery-themed ideas about urban trees and their health. Further revisions to the project between 2019 and 2020—which mainly included having students use the Tree Benefit Calculator—helped students focus more broadly on the ecosystem services that urban trees provide.
- Subjects
NORTH Carolina State University; EDUCATIONAL outcomes; EDUCATIONAL technology; URBAN trees; URBAN health; LEARNING
- Publication
Journal of College Science Teaching, 2024, Vol 53, Issue 3, p285
- ISSN
0047-231X
- Publication type
Article
- DOI
10.1080/0047231X.2024.2339740