The term “service-learning” generally refers to projects planned as components of academic coursework in which students use knowledge and skills taught in the course to address real needs in their communities. This kind of learning experience, which allows students to focus on critical, reflective thinking and civic responsibility, has become an increasingly popular component of undergraduate science education.
In April 2016, the National Academies of Sciences, Engineering, and Medicine planned a workshop to explore the current and potential role of service-learning in undergraduate geosciences education. Participants explored how service learning is being used in geoscience education, its potential benefits, and the strength of the evidence base regarding the nature and benefits of these experiences. This publication summarizes the presentations and discussions from the workshop.
Table of Contents
|2 The Role of Service-Learning in the Geosciences||5-16|
|3 Service-Learning Benefits for Students and Institutions||17-32|
|4 Characterizing Current Service-Learning||33-48|
|5 Looking Forward||49-56|
|Appendix A: Workshop Agenda and Participants List||61-68|
|Appendix B: Biographical Sketches of Committee Members and Presenters||69-74|
|Appendix C: Resources Suggested by Participants||75-80|
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