Document: LEA-3-28-6

Restoration ecology service learning for non-majors: Experiencing science and scientists in action.

JABLONSKI, L. ^1,2 and M.GUGGENBILLER* ¹

Marianist Environmental Education Center, Dayton, OH 45430-1095 USA ¹
The Ohio State University, Columbus, OH 43210-1293 USA ²

Abstract:
Service Learning for non-major undergraduates of Wright State University was used as a tool for experiencing principles of restoration ecology. As the lab component of an upper level biology course, students participated in hands-on work on the 100-acre Marianist Environmental Education Center (MEEC) Nature Preserve during 10 weekly visits held during the spring transition. A hike utilizing the inquiry process introduced students to the ecosystem types and helped identify research questions of interest. In dialogue with land managers and ecologists, each team of two chose focus habitats and designed studies that both assisted in the restoration management, and addressed their questions. Savanna restoration was examined through a census of planted oak trees for size and the impacts of herbivory and then relating this to the leafing out process. One team eradicated invasive shrubs and then examined their impact on under-story development by quadrat sampling in treated, non-treated invaded areas and adjacent areas lacking the invasive shrubs. To assist in comparisons of the MEEC prairie with other prairies in the region, a team interviewed land managers and compiled literature information on management techniques and species compositions. A wetland team assessed the 13-year development of a ground water prairie pond by measuring submerged vegetation composition, bluegill population, and physical and chemical parameters. Survival of salamander eggs in a constructed amphibian pond was followed over the season. Students kept written or photo journals of their scientific observations, personal experiences and their perceptions of ecologists. Data collected will form part of a long-term data base to be used in restoration ecology education. Engagement in hands-on work, experience of seasonal changes, and quantitative analyses assisted students in their understanding of the real-life work of scientists and ecological issues in their home region. Student satisfaction was high, and they developed in confidence, knowledge and problem-solving skills. Students made important contributions to both the educational and research missions of MEEC. This partnership model benefited both the University and environmental education center.

Keywords: science education, restoration ecology, service learning, environmental education

This abstract is being presented at: 3:30 PM in session:
Poster Session #3: Education.