Promoting a Sustainable Lifestyle to Elementary School and College Students Through Service-Learning
a pedagogical strategy to enhance student interest in their WI assignments evolved into a service-learning project, which is something the author had not anticipated. Students themselves reflected on their role as part of the global community through their researh and writing, so participation in writing about ecological concerns had this positive outcome. The topics chosen have universal appeal, are biology-based though general, and help to tap the curiosity of students who have other academic interests (mathematics, law, business, computer technology, engineering etc.). Lecturing introduces students to the content; involving them in an activity outside their classroom transforms the learning experience into something highly enriching and rewarding. Converting the WI curriculum to an indirect service enables the author to use the data and information that students gather and apply it in an activity that directly impacts the community. The indirect service-learning model “expands the repertoire of service-learning models available to teachers” (Connor-Linton). “Faculty who might not employ direct service learning in their teaching, but who wish to serve the community and reap the pedagogical benefits of real-life contextualization and practical applications of the course concepts and skills may find the indirect model attractive” (Connor-Linton). Data gathered by the WI students is not directly shared with the community by the students themselves, but serves to broaden their research techniques and writing skills, and introduces them to the idea that they can impact the world around them even when they are not directly involved. Advocacy combined with direct community interaction and indirect service proved to be an ideal strategy to effectively use the data gathered during writing WI reports. F. Lessons Learned: Students’ Perspective The following are a selection of students’ suggestions for ways to improve servicelearning activities. These were culled from their reflection essays. 1. Spread out advocacy activities throughout the semester and not just focus on Earth Day. 2. Make students present on separate topics instead of on one environmental issue. 3. Prepare PowerPoint presentation and actually use it to teach kids. 4. Arrange for lab space or a classroom for advocacy activities. 5. Make students choose their own environmental topic to write about. 6. Allow students to design hand-on activities on the topic for Earth Day. 7. Involve WI students in presenting the topic to their peers in other classrooms. 8. Prepare students more fully for what to
expect during Earth Day celebrations. 9. Increase responsibility of art directors in designing the brochure. Content managers feel overwhelmed. Instructor Perspective The author agrees with many of the students’ Table 1: WI/SL Program Description Program Description:
• This program integrates the writing intensive requirement with service leaning objectives. • Participants will not only be guided towards better writing skills, but will also be given a chance to reflect on what it means to be a responsible member of society. The WI assignment will help the participant to learn actively through writing and participating in meaningful service. You will be writing a comprehensive essay, creating a product that will address a genuine environmental need. You will be recognized for your efforts.
Service Learning/Writing Intensive Requirements
• Complete and submit all writing assignments on or before the due date • There will be three writing assignments in all (1st, 2nd, and the final report). • The first two reports will be corrected, graded and returned to the students. • The last assignment (final report) will be in the form of a booklet /comprehensive essay (directions will follow). • You are required to submit all previous reports along with the final submission. • You are required to submit a Reflections Assignment • You are also required to meet with me twice during the semester to discuss your progress and experience (mandatory). • Meeting me will benefit you, as I will provide you with material that you can use to write your assignment. You will meet me during my office hours.
Grading Policy:
SL/WI Learning Objectives
• SL/WI activity will contribute 25% to your overall laboratory grade. • The activity itself will be graded out 100. • The 1st report will contribute 15% to your SL/WI grade. • The 2nd report will contribute 30% to your SL/WI grade • The final report will contribute 55 % to your SL/WI grade. • Reflective writing will not be graded but is a requirement for you to earn a grade in this course. • Lack of submission of any of the above will lead to a grade of incomplete.
• Communicate knowledge about a current topic effectively through writing. • Understand the need for civic responsibility while enhancing course work. • Attain greater understanding of course material. • Enhance knowledge about the importance of natural resources, negative effects of carbon dioxide emissions, and steps that can be taken towards sustainable living. • Think critically and make informed decisions about issues that affect humanity and the environment. • Enhance personal skills and develop awareness about global issues. • Communicate environmental awareness to others.
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