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