Constructivism and Service - Learning Constructivist Pedagogy : Emphasizes knowledge gained through guided experience where the learner builds complex

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Slide 2 Constructivism and Service - Learning Slide 3 Constructivist Pedagogy : Emphasizes knowledge gained through guided experience where the learner builds complex and interrelated understandings. Deep knowledge develops where information is a light on in the mind not a load on the mind. The Kolb-Fry experiential learning model is a spiral usually beginning at step one but can begin at any of the four steps in a repetitious cycle. Slide 4 Why?What?How?What if? Slide 5 Kolb and Fry Experiential Learning Model 1. concrete experience 2. observation and reflection on the experience 3. formation of abstract concepts based on reflection 4. testing abstract concepts Slide 6 OSSPEECs modified learning strategy emphasizes: guided experience guided reflection cross-disciplinary learning a systems approach to understanding the environment unintended consequences of human interventions. Slide 7 Definitions PowerPoint revised after Diane Nagy 2011 Academic service-learning is a strategy that integrates service in the community with academic study to meet specific learning goals for students. Faculty, in partnership with community agencies, design service projects that will Meet community-identified needs Advance students understanding of specific course content Promote civic engagement Critical reflective components are built into the course to help students consider relationships between their service, the course curriculum, current societal issues, and their professional goals. Experiential service-learning is different, only in that it does not involve a course for credit. OSSPEEC provides examples of both. Slide 8 An Introduction Summer 2012 Service- Learning Initiative OSSPEEC involves internships and field education service-learning Slide 9 Academic insight Values and expertise Service-Learning Slide 10 Community Defined Off-campus populations underserved by our market economy Organizations whose primary purpose is the common good Agencies whose mission provides stewardship: public works, natural resources OSSPEEC and CU students collaborating on net-zero home for the Pine Ridge community Slide 11 Essential Elements Emphasis on reciprocity Learning and service objectives are clearly identified and congruous Service is meaningful, challenging, and meets a real need Reflection is continuous, structured, and complex Fosters learning about larger social issues Slide 12 Service Projects One-time group projects Cross-disciplinary projects Multi-semester projects Alternative Weekend Opportunities Alternative Breaks (immersion experiences) OSSPEEC students and faculty Lester Richards, Tyler Corbine, Shane Herrod and Dr. Damon Fick (SDSMT) at Wanblee Veterans Wall Slide 13 Principles of Good Practice If academic credit is awarded, it is for learning, not for the service Includes set learning goals for students Criteria for the selection of service sites Kyle White presenting on summer 2011 surveying work at Piya Wiconi OSSPEEC / SDSMT field camp fieldtrip to drill a temporary monitoring well on Rapid Creek Slide 14 Critical Reflection Links experience to course, or prior course, learning objectives Is guided and purposeful Challenges assumptions and complacency Occurs before, during, and after service Includes components that can be evaluated according to well-defined criteria Involves reading, writing, doing and telling Clarifies values and fosters civic responsibility Invites feedback Tinant, Means and Hansen measuring deflection Slide 15 Benefits to Agencies Infusion of people power to meet needs More informed/involved citizenry Increased name recognition New ideas and energy Technical assistance Diversity enhancement Access to university resources Reinvigorate staff OLC students Jake Fergusson, Aaron Rasor and Delaine Peterson collecting PHAB data to be shared with OST Environmental Protection Agency Slide 16 Benefits to Universities and Colleges Enhance student satisfaction, retention, and graduation rates Improve relationships with community Advance institutional goals: Service, Social Responsibility, Scholarship of Teaching and Learning, Diversity Enhancement Promote coherent collaborative curriculum OSSPEEC student and community member Oliver Covey relating academics and service under a cottonwood tree Slide 17 Benefits to Faculty Enrich and enliven teaching Identify new areas for research and publication Develop projects that are simultaneously productive in research, service, and teaching More efficient use of available resources Foster cross-disciplinary learning communities Ale Higa (OLC faculty) and next generation at an OLC research meeting Slide 18 Benefits to Students Personal enhanced sense of efficacy, identity, morality Social diversity, social responsibility, citizenship skills, commitment to service Academic increased complexity of understanding, problem analysis, critical thinking, GPA, cognitive development, ability to apply learning to real world OLC Student Delaine Peterson enjoying the opportunity to research streams Slide 19 Heavy Metals Areas of Focus on the PRIR and White River Watershed Traditionally Edible Plants Soils Surface Water Sediment Undergraduate and graduate student research Interfacial Research Engineering, Environmental Science, Biology Slide 20 Heavy Metals Research We work in the Field and in the Lab. Slide 21 Field and Lab Rough and Sophisticated Slide 22 White River Project Area 2012 Slide 23 Our Theory Immediate participation of undergraduate students early in their plan of study in field and laboratory experiences initiates their precognition to the benefit of future classroom pursuits confirms their interest in science and technology helps them self identify as a member of another defined community gives them purpose in pursuing an academic degree and career fulfills their need to serve the community through their intellect and efforts Slide 24 Our Experience Students have completed two summers of STEM, service learning, sampling and analysis Presentations at OLC poster sessions last year and this year Abstracts submitted to AIGEP conference for this fall Slide 25 Next Steps Presentation of this years undergrad results at selected conferences Completion of MS this year on White River sediment and water Defined research (sampling and analysis) program for next year Propagation of field/lab summer program Completion of Interfacial PhD during 2013 Slide 26 Charles Jason Tinant OSSPEEC Project Director OLC PhD Candidate Earth Science MS Water Resources Engineering BS Geological Engineering Slide 27 Community-Defined Needs in Surface Water Quality & Quantity Many community concerns on the Pine Ridge Reservation are centered around water Questions of Sustainability Drinking Water Quality Is the water safe to drink? Stream Health How is the environment around me changing? Long-term Availability Mni Wiconi / Treaty Rights regarding the Missouri River Compact White River near Badlands Visitor Center zero flow condition on July 23, 2012 Slide 28 OSSPEEC Partnerships with Community Agencies around Water OST Environmental Protection Program Non-point Source Monitoring / Analysis (Tinant, Benning SDSMT, Kenner SDSMT) Natural Resources Regulatory Agency Well-drilling (Schwalm OLC) Hydrogeology (Sawyer - SDSMT, Sanovia - OLC) Water budget development (Tinant) OST Rural Water Existing relationship with SDSU in water distribution research (Beck SDSU Civil Engineering) Thunder Valley Development Agency Floodplain modeling (Tinant) Design of net-zero water / wastewater treatment (Berdanier, Fick, Pyatt UC Boulder) Dr. Schwalm (OLC), Calvin Cutschall, and James Means drilling core at an abandoned mine in Harding County, SD Slide 29 Pine Ridge Aquatic Ecology Project (PREP) Engineering Need: Watershed health defined by analysis of chemical, biological, and physical parameters; Concrete Experience: Guided WQ and biotic sampling, laboratory analysis; Observation / Reflection: Analysis of macroinvertebrate data, field data, laboratory data, discussion on the bigger social picture; Abstract Thinking (cross-disciplinary learning): biogeochemical cycling, anthropogenic perturbation, stability; Testing Abstract Concepts: Best Management Practice (BMP) design using a systems approach; Jake Fergusson water quality sampling Delaine Peterson and Jake Fergusson sampling macroinvertebrates Slide 30 Streamflow Event Sampling Engineering Need: Fecal coliform and sediment identified as impairments in Pine Ridge Reservation streams Concrete Experience: Storm- water sampling, stream flow measurement, Observation / Reflection: Capacity building with OST Environmental Protection Program, K-12 Outreach Vertical integration: Collaborative project with an MS candidate, SDSMT Senior, and OLC freshman Abstract Concepts: Best Management Practice (BMP) design; storm flows Shane Herrod teaching OLC Freshman Engineering and high school students how to measure stream flow. Slide 31 Practical Irrigable Land Estimation for Pine Ridge Reservation Engineering Need: OST should quantify future agricultural water needs as part of treaty negotiations with Federal government; Concrete Experience: Joni Tobacco was formerly Water Director for OST Natural Resources Regulatory Agency; Abstract Thinking: Modeled PIA from effective rainfall in ArcGIS Slide 32 July 11, 2012 3:00PM 112 0 F Jim Sanovia and students standing on White Clay Fault Slide 33 OSSPEEC Geological Engineering / Geology projects near Pine Ridge, South Dakota Geology of the White Clay fault area 1:24k quads Structural geology of the White Clay fault area Stratigraphy of the White Clay fault area quads Baseflow analysis of White River streamflow 1992 - 1997: evidence of structural influence on ground water recharge? Student Outcomes Slide 34 Slide 35 Evidence of structural influence on ground water recharge All pictures taken mid-July 2012 No stream flow recorded This image about 50 miles


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