Using GIS-based Curricula to Enhance Student Research Through Service-learning David Patrick James Green Florida Gulf Coast University, College of Arts and Sciences, Department of Marine and Ecological Sciences Abstract Providing meaningful academic experiences in the sciences to reluctant students is challenging in today’s classroom and requires thoughtful design and assessment. Using the SENCER (Science Education for New Civic Engagements and Responsibilities) approach to pedagogy and a combination of activity-based learning opportunities, today’s learners were challenged to connect course content with other classes and with their daily decision-making processes by connecting research-intensive civic engagement opportunities with the learning process. Combining emerging technologies and GIS activities with traditional pedagogical strategies provided an innovative springboard from which to launch a stimulating science experience for General Education non-science major students. Civic engagement projects enhance the community-minded thinking of the younger generations while simultaneously serves the needs of local environmental education partners. Students created interactive smart-phone capable GIS maps that link various informal science education sites associated with a regional watershed by plotting nature trails and features, by embedding educational content (videos, podcasts, etc.) within the interactive map, and by including student-collected data (i.e. tree canopy coverage, tree species, water quality information, etc.). These community- minded projects complemented learning activities where students visualized difficult academic concepts through the use of GIS-based mapping exercises, which helped them increase spatial analysis skills. Using feedback from in-class questionnaires and online “Student Assessment of Learning Gains” (SALG) surveys, students demonstrated significant advancements related to their confidence in understanding core course concepts. Students responded favorably to the course redesigns and meaningful projects resulted, which are directly meeting the needs of the regional community. These student projects have great potential to become an important communication tool for visitors, educators, and scientists. From the Students: “I really enjoyed the teaching method and the way the professor was passionate about the subject and the way he passed it on.” “Project-based learning helped me a great deal, and was refreshing after other classes filled with just reading and tests.” “I think that this class is a class of the future and the way it is presented helps students of today's generation learn in a more convenient and realistic way .” Environmental Education Experiential and Activity- based Learning Integrative Theme: Sustainability Emerging Technologies and Today's Learners Engaged citizens I. Content Introduction: Read preparatory materials before coming to class II. Interactive Review: RLO's - before, during, & after class III. Refine learning: activity- based and experiential learning in class (labs, field, etc.) IV. Reflect & Apply Knowledge: Project and Case Studies V. Civic Engagement: Connecting knowledge gained to real-life scenarios by serving the community Students-as-Producers … Students-as-Partners! Examples of Student Community Projects: An“iTrails” system for a nature preserve; High-quality GIS maps & botany surveys for a budget-limited nature center; An interactive web-based map of campus showcasing research, teaching, and sustainability. 0.0 1.0 2.0 3.0 4.0 5.0 6.0 1.1.1 1.1.2 1.1.3 1.2 1.5 1.6 Results from Pre and Post SALG (means / SE) Pre Post SALG Response Choice Scale of Agreement: 1: N/A 2: Not at all 3: Just a little 4: Somewhat 5: A lot 6: A great deal • What students do: Use digital reusable learning objects before, during, & after class • What students learn: Core academic concepts • What students contribute: Real-time self-assessment of their learning and shortcomings Interactive web-based Content • What students do: Collaborate in breakout teams to refine their learning • What students learn: Core academic concepts and how this information relates to current marine research • What students contribute: Peer-to-peer collaboration, social interactions, coaching Activity-based Learning • What students do: Apply knowledge in a variety of settings to demonstrate higher- order thinking skills • What students learn: How course relates to current issues, events, and research • What students contribute: A team-based, social approach to producing high-quality, reflective summaries of knowledge gains Project-based Learning • What students do: Use, interpret, and create GIS maps to visualize difficult academic concepts • What students learn: Improve geospatial analysis skills and comprehension • What students contribute: Interactive map-building, interpretations, and discussions GIS and Geoliteracy • What students do: Assist regional informal science education centers • What students learn: The value of positive contributions to civic needs • What students contribute: High-impact projects that connect course content to real- world scenarios Civic Engagement Introduction From non- science majors to engaged citizens with ecological perspectives! The curriculum facilitates student engagement and retention, while civic engagement opportunities connect course content to real-world scenarios. Embedded GIS technologies help students visualize difficult academic concepts and enhance geo-spatial analysis skills. Improving Geospatial Analysis Skills Innovative Learning Opportunities Primary Objectives 1) To demonstrate increased student knowledge and confidence through the use of GIS-based classroom and research activities; 2) To illustrate advanced technological skills development by non-science majors; 3) To report student successes with integrating knowledge by linking course outcomes to student research projects through the use of service- learning. SALG Statement Descriptions: “Presently, I understand the following main concepts that will be (or were) explored in this class: 1.1.1 Sustainability 1.1.2 Ecosystem Structure & Function 1.1.3 Natural Goods and Services 1.2 The relationship between these concepts 1.5 How studying this subject helps people address real-world issues 1.6 How civic engagement activities help connect course content to real-world scenarios.” Guiding Question: How can tomorrow’s generations of all southwest Florida inhabitants continue to benefit from the natural goods and services a healthy coastal watershed provides, by better understanding our role as citizens today? Evidence of Student Learning Summary of Course Retrofit • The SENCER approach to pedagogy enhanced the environmental education experience ; • GIS technologies engaged students and improved geospatial analysis skills, • Students expanded community-minded thinking by producing high-quality projects that directly benefited informal science education centers; • Students demonstrated increased confidence in all categories measuring learning gains (SALG) Acknowledgements Special recognition must go to the following: Mike Savarese, Jessica Rhea, Marguerite Forest, Susan Cooper, Jennifer Sparrow, Elspeth McCulloch, Donna Henry, Aswani Volety, Bob Wasno, Deb Hanson, Brenda Brooks, Rebecca Beck, Janet Martin, Friends of the Bonita Nature Place, Friends of Barefoot Beach Preserve, Conservation 20/20 Staff, my Graduate Assistants, the entire SENCER community, … and my students- as-partners who have adopted these innovative methods with enthusiasm and patience. Building Fundamentals: Basic Mapping of Campus Ecosystems • Using Google Earth Increasing Skills: Mapping Reflection of our “Journey Down the Corkscrew Watershed” • Review and Reflection • Key Academic Concepts • Analyzing Maps Critical Thinking: GIS Mini-project • Phase 1: Field Data Collection • Phase 2: Building a map with layers of academic content Applying and Visualizing: ARCGIS Lab Exercise • Intense mapmaking and geospatial analysis skills developed • Reflects on crucial academic content Making Connections: Civic Engagement Mapping Projects • Data Collection • Educational Videos • Trails and Information Community Partners