Document: BAR-3-28-18

Teaching students with diverse backgrounds: A case study.

SCHRADER, B.A.*, D.A.ZAHLER, K.A.AVINA and E.C.JENSEN

Oregon State University, Corvallis, OR, USA ¹

Abstract:
Disparate educational backgrounds of students provides an instructional challenge in teaching natural resources. When we encountered this situation in our "Forestry for Teachers" course, we developed an instructional format we believe will be useful in many classroom situations. Students in our class came from two distinct backgrounds: pre-education and natural resources. Individuals in one group had little or no background in the other. We established a unifying theme around communication, and throughout the class used a natural resource setting and approach to address course objectives. The inherent challenge was to introduce some of the students to new material while building on existing knowledge for others. Ecological concepts and educational theory were the building blocks of the course. We employed a number of teaching techniques throughout the course. Where possible, we paired up the students, one discipline working with another, allowing students with background and training to take leadership roles during a particular laboratory exercise. Other activities included interactions with successful teachers and natural resource educators, having students perform required internships, as well as designing activity-based learning projects. The class was quite successful. Course objectives were met, students came away with new information and we believe, increased enthusiasm for the role of natural resources in educational programs of all levels. The students worked well together and most importantly they learned from each other, fostering collaboration across university disciplines.

Keywords: teaching, natural resources

This abstract is being presented at: 9:30 AM in session:
Oral Session #24: Ecological Learning Activities.