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Improving learning outcomes in large environmental science classrooms through short-term service-learning projects

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Abstract

We conducted an investigation on the efficacy of service-learning in large environmental biology classes. We were interested in whether or not service-learning in classes with over 200 students has an impact on content learning, and attitudes/behaviors related to the content. Students completed a pre-survey, a service project, and reflection paper (experimental group), and a post-survey. Comparing pre- and post-surveys, student responses to attitude, and behavior questions revealed a positive impact on environmental worldview. Student confidence in understanding course content improved in the specific areas related to service projects. Overall, our study shows that large classroom learning is enhanced by short-term service-learning projects.

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Acknowledgements

We thank Ray Chandler for help with statistical analysis. Robby Ambler facilitated the initial computer survey by posting it online and collecting and sending us the results. Our community partners, Keep Bulloch Beautiful, Ogeechee (Canoochee) Riverkeepers, and the Georgia Southern Botanical Garden, provided invaluable assistance. Without them we could not have completed this project. Thanks to two anonymous reviewers whose comments significantly improved our manuscript.

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Authors and Affiliations

  1. Department of Biology, Georgia Southern University, Box 8042, Statesboro, GA, 30460, USA

    Michelle Cawthorn, Lissa Leege & Elizabeth Congdon

Authors
  1. Michelle Cawthorn
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  2. Lissa Leege
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  3. Elizabeth Congdon
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Corresponding author

Correspondence to Michelle Cawthorn.

Appendices

Appendix 1. Original Survery

Appendix 2. Relevant questions on SALG survey

Table 3 Relevant question on SALG survey
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Cawthorn, M., Leege, L. & Congdon, E. Improving learning outcomes in large environmental science classrooms through short-term service-learning projects. J Environ Stud Sci 1, 75–87 (2011). https://doi.org/10.1007/s13412-011-0001-8

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  • DOI: https://doi.org/10.1007/s13412-011-0001-8

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