Service-Learning Online Zoo Lab Jacobs

Service-Learning: Online Zoo LabRonda Jacobs,

Biology Adjunct Instructor

Project

• Students choose a SL site• Volunteer 10 hours for the site• Using PowerPoint (PPT), identify the

ecosystem– Biotic and abiotic components– Properties– Limiting factors– Trophic levels/vertical layers– Impact by man

Project

• Site contract and volunteer hours log• Four journal entries• Participate in two online discussions• In progress worksheet• Draft• Final PPT presentation

Project

• Volunteer sites– Calvert Marine Museum– Alice Ferguson Foundation

• Three students started SL projects• Two students completed their projects

Academic Goals

Weekly modules:

Two enzyme labs

Two ecosystem labs

Final exam

Schedule

Online Schedule Service-Learning Schedule

Mod 10 Worksheet 10 10 Week 1 Journal 1 5

Mod 11 DQ PostsWorksheet 11

1510

Week 2 Journal 2Project Worksheet

520

Mod 12 Worksheet 12 10 Week 3 DQ PostsJournal 3

155

Mod 13 DQ PostsWorksheet 13

1510

Week 4 DQ PostsJournal 4

155

Mod 14 Final Exam 50 Week 5 Project 50

SL Objectives

• Define the ecosystem in terms of its biotic and abiotic components.

• Identify the properties of the ecosystem.

• Describe how limiting factors impact the ecosystem.

• Explain the biological community in terms of trophic levels and vertical layers.

• Identify natural and man-made conditions that can positively and negatively impact the ecosystem.

Reflections

• Students complete weekly private journal entries:

• Choosing your site and first impressions• Describe volunteer work• How does your work impact your site’s

goals?• What did you enjoy/not enjoy and why?

Project

• Part I– Service-Learning Contract– Service-Learning Log– Project Overview

• Part II– PPT Presentation (rubric provided)– Self-Evaluation

SL Contract

SL Log

Project Overview

• Assignment covers the ecology portion of the presentation

• This assignment gets them started on their research

• They have two weeks to complete it

PPT Presentation

• Volunteer site Information

• Ecology information

• Design– Fonts, color, background, page layout, and pictures

• References– Five references, at least two hardcopy, use APA or

MLA format

Self-Evaluation

• Students rate their performance based on:– Attendance (10 hrs)– Timeliness (project deadlines)– Team effort (working with site)– Project effort (commitment)– Skills and resources (presentation/guidelines)– Contributions and ideas (draft)

• To have an exceptional performance in any one category, the student must provide two specific reasons

Learning Partners

Course Goals

Student

Goals

Volunteer Site Goals

Challenges

• At first, sites were not on-board– Confusion over who was responsible for taking on

project requirements (student or site directed learning)

• Some sites simply not interested in volunteers

• Students– All were unsure at first of what to expect, but of those

completing the project they were won over by their site mentor

Changes

• Make student roles more specific– Volunteer 10 hours to help site with their goals– Complete project research independently

• Make volunteer site roles very specific– Students are there to help them– Sites are not responsible for helping the

student conduct their research