PARENT SESSION
Oral Session # 30: Ecology Education II: College.
Presiding: K Klemow
Tuesday, August 5. 1:30 PM to 5:00 PM, SITCC Meeting Room 104.
City Systems: Innovative ecology education and environmental justice approaches.
Jablonski, Leanne*,1, 2, Poling, Tara1, 1 Marianist Environmental Education Center, Dayton, OH, USA2 University of Dayton, Dayton, OH, USA
ABSTRACT- The capstone for Honors/Scholars (35 each year of all majors) at University of Dayton is uniquely an Engineering systems design course that engages students in learning about complex "systems of systems" through focusing on the city. An ecological theme in Fall 2002, paired an Engineer and Ecologist to facilitate student experiential learning about urban ecosystems and environmental justice issues ranging from local to global. Ecological concepts were introduced through classroom activities and a two-day ecology and environmental justice field experience. By a guided inquiry hike through woodland and prairie restoration at an urban borrow pit, students learned basic ecosystem components and succession, soil formation, bio-diversity and invasive plants. The role of mutual service between humans and other ecosystem components was presented through the ESA ecosystem services and collecting seeds. Urban environmental justice issues were presented through interacting with affected citizens on-site in a watershed extending from rural farmland to urban pollution, and in a toxic landfill cleanup. In semester-long projects with non-profit agency clients, students applied ecological, teamwork and problem-solving skills to concerns of a local foodshed, watershed, landfill re-use, greenway creation and an eco-industrial park. To examine personal and local impacts of sustainable resource use on global concerns, students calculated their personal ecological footprint and the University influence. The science, policy and religious discourse around global climate change and energy issues was investigated. We assessed ecological learning through pre- and post-course surveys and reflection papers. Students increased in knowledge of native species and ecological concepts, acknowledged positive shifts in perspectives and actions and consistently identified human systems as key factors in solving environmental problems. Where ecology education is limited by other curricula, integrated experiential learning may assist ecological literacy and understanding of global connections as well as provide a means for the University to serve the local urban community.
Key words: service-learning, ecology education, ecological literacy, environmental justice