Dr. Whitcraft teaches an upper-division, service-learning course in conservation biology designed to incorporate concepts from multiple areas of biology (genetics, population biology, ecology) and the social sciences (environmental economics, law, policy) with hands-on service experiences. Students develop a skill set that converts a desire to “save the earth” into practical knowledge and a viable career that also contribute to local communities. She teaches the course in two sections: 1) important conservation biology tools, and 2) a case-study oriented approach using both historic and contemporary issues. As a service-learning course, students learn about conservation biology though a guided placement with a conservation organization (partner) in the local area for approximately 20 hours during the semester. This experience helps demonstrate how conservation biology concepts are used in a real world context.

Dr. Whitcraft explains the impact that service-learning pedagogy has had on her students and her department: “This service-learning course provides students with an opportunity to understand potential careers in the field of conservation biology, to network with future employers, to gain field experience, and to create a direct link between course material and conservation problems in the local community. In addition, incorporating service learning into this course brings students outside to learn about the natural resources of Long Beach. The department and college benefit by establishing vital partnerships with local community organizations and potential funding sources.”

Visit Dr. Whitcraft’s website

Students in Dr. Stronck’s Instructional Methods of Teaching Single Subject Science had a hands-on opportunity to both participate in community service alongside their high school students, and also utilize service learning as a teaching method. These science-credential candidates instructed high school students about the ecology of native and non-native species and how the introduction of nonnative species can alter the ecosystem. They then led the high school students in community service at Stivers Lagoon by planting native trees.

Dr. Stronck explains the impact that service-learning pedagogy has had on his teaching and his students: “My course on methods of teaching science emphasizes motivating students through a recognition of the value of applying scientific information to the process of improving our lives and our community. Making science relevant to one’s own life and experiences now is a key to getting students involved in wanting to learn science. Service learning builds a bridge between scientific information and its use in the local community.”

Visit Dr. Stronck’s website

Visit Dr. Stronck’s community partner, Math/Science Nucleus

Dr. Leh has been integrating service learning into her courses and grant projects since 2003. She implemented service-learning and reverse mentoring strategies in a federal grant project, “Preparing Tomorrow’s Teachers to Use Technology (PT3)”. As a result, students in her course “Practicum in Instructional Technology” provided individual technology training and mentoring to College of Education faculty members. Additionally, through a technology conference she created and continues to oversee annually, EdTech Classroom Conference, Dr. Leh’s students in “STEM Education: Service-Learning Fieldwork” have been providing technology service at the conference, while K-12 educators, parents and administrators come together to learn how technology is shaping teaching and learning.. For the future, Dr. Leh’s students in “Computer Based Technology in Education II” will provide technology training to parents at the Conference.

Dr. Leh describes the impact of service learning on her teaching and on her students: “Because of service learning, I always ask myself how I can connect my curriculum to the real world so they can be more meaningful to my students. When appropriate, I integrate service learning into my courses. Through past research on service-learning student outcomes, I found that service learning increased my students’ confidence on delivering technology training and boosted their self-esteem. The students greatly enjoyed the service-learning experience and found that the network they built from the service-learning experience was beneficial, especially during their job search.”

Visit Dr. Leh’s website

Dr. Gebauer leads the Research Experience Vitalizing Science – University Program (REVS-UP), funded by Chevron Corporation. REVS-UP brings high school students and K-12 teachers to CSU Bakersfield for a four-week period during the summer to perform cutting edge research work with faculty in the sciences and mathematics. This program is designed to rejuvenate K-12 science teachers and intends to increase interest of high school students in careers in science and mathematics by offering hands-on research experiences in biology, chemistry, computer science, geology, mathematics and physics. Between 2007-2011, 300 high school students and 67 K-12 teachers from 49 schools in Kern County, as well as 67 undergraduate students and 24 faculty from CSUB have participated in the program. Their work has led to 18 poster presentations at regional and national conferences and four publications in highly ranked, peer-reviewed journals.

Dr. Gebauer explains the impact that REVS-UP has had on him: “Helping high school students to discover science and to succeed in a research setting is extremely rewarding. REVS-UP has taught me the importance of an intentional approach to science teaching that focuses on student learning outcomes and engages students in hands-on activities. Students need to have an opportunity to practice what they learn. REVS-UP has an impact on all aspects of my work as the program makes me a better teacher, engages me in science education research and drove me to initiate the development of service-learning opportunities in chemistry which we continue to enhance.

Visit Dr. Gebauer’s website

Visit the REVS-UP website

Through two of Dr. Mothé’s service-learning courses, Molecular Cell Biology and Virology, CSU San Marcos students create fun and engaging lessons for elementary and middle school students that are grade-appropriate, reinforce the state educational standards and also spark interest in STEM. These efforts are a part of a larger “Science Center” housed at a local elementary school and lead by Dr. Mothé, to involve CSUSM students from a variety of STEM disciplines in creating lessons for K-8 students. For example, fourth graders learned about population dynamics and food supply by playing a game acting as moose, plants and wolves in Yellowstone. Other lessons facilitated by CSUSM students in chemistry, mathematics and biotechnology focus on human senses, DNA, microbiology and chemistry.

Visit Dr. Mothé’s website

Through Dr. Ho’s service-learning course, Physics Outreach, Fresno State students perform road shows for local K-12 schools to make physics fun and understandable. Fresno State students describe the basic laws of Newtonian mechanics, electromagnetism, and thermal physics in concise and simple language to educate the general public. Each week, Fresno State students travel to area K-12 schools to put on two to three one-hour “shows” for the students. The kids in these schools become excited when they can get involved in stimulating physics activities, which include lifting their teacher with one hand by mechanical advantage, learning about pressure by lying on a bed of nails, and enjoying ice cream made right before their eyes with liquid nitrogen. Students then learn about possible career opportunities.

Dr. Ho explains how service learning has impacted her teaching: “When I first started teaching the course of Newtonian Mechanics to freshmen in the engineering and physical science majors, I had difficulties communicating with them. After I started working on the service-learning course and visited many local high schools, I developed a better understanding of the United States K-12 education system. A majority of the high school students do not have sufficient training in mathematics or physics until they come to college. As a result of this understanding, I developed more empathy for the students and am able to communicate better with them now.”

Visit Dr. Ho’s website

Students in Dr. Worcester’s service-learning course create environmental communication projects such as brochures, posters, web pages, and even Facebook pages for a variety of organizations in the community. For twelve years her college students have mentored and learned from high school students while co-creating these community projects. By working with kids who attend a “failing school” (as labeled by No-Child Left Behind), her CSUMB students have gotten a much broader education about life and the challenges many kids in our community face while also learning interpretation/environmental communication skills. This year, projects were expanded to work with a diversity of people spanning multiple age groups and socioeconomic groups to create environmental communication projects and deliver environmental education-related curricula as needed by the community.

Through Dr. Shapiro’s service-learning course, Social & Ecological Justice, students examine the relationships between social and environmental problems. Students integrate their community experiences with collaborative in-class analysis of case studies and theories of social responsibility and change while serving with community organizations on a diversity of local social and environmental efforts. Projects include revitalizing blighted urban neighborhoods with community gardens and farmers’ markets, facilitating community habitat restoration events, educating farmworker communities about reducing exposure to environmental toxins, delivering environmental education programs to local schools, and tutoring under-served populations. Throughout the semester students build their personal theoretical and practical approach to integrating their disciplinary knowledge and skills with community knowledge and skills to promote greater social and ecological justice.

Dr. Shapiro explains the value of integrating service learning into the environmental science curriculum: “Service learning has provided the pedagogical framework and structural scaffolding that my students, my community partners, and I need to study, create and integrate academic and community knowledge for social and environmental good. Through our collaborative work, we have come to realize that the value and power of service-learning lies not just in what we can accomplish in the future, but also in what we are accomplishing in real time.”