Acting Locally - Concepts and Models for Service Learning in Environmental Studies (Service Learning in the Disciplines Series).

Ninth in the Service-Learning in the Disciplines Series, this book discusses the pervasive use of service-learning in environmental studies programs and explains why it often is a required part of the environmental studies curriculum. Contributors from a wide range of college and university environmental studies programs discuss the benefits and challenges these programs provide and the consequent natural fit between environmental studies and service-learning. This volume is part of a series of 18 monographs on service learning and the academic disciplines. The essays in this volume focus on service-learning in a wide range of environmental studies. The Introduction, "Why is Service-Learning So Pervasive in Environmental Studies Programs?" was written by Harold Ward. The chapters in Part 1 share a focus on service-learning as a "consulting company"; they include: "An Undergraduate Course as a Consulting Company" (James F. Hornig); "The Challenges of Integrating Service-Learning in the Biology: Environmental Science Curriculum at Colby College" (David H. Firmage and F. Russell Cole); "Evolution of the Consultant Model of Service-Learning, Bates College, Lewiston, Maine" (Lois K. Ongley, Curtis Bohlen, and Alison S. Lathrop); "The Ethics of Community/Undergraduate Collaborative Research in Chemistry" (Alanah Fitch, Aron Reppmann, and John Schmidt); "Evolving a Service-Learning Curriculum at Brown University, or What We Learned from Our Community Partners" (Harold Ward); and "A View from the Bottom of the Heap: A Junior Faculty Member Confronts the Risks of Service-Learning" (Katrina Smith Korfmacher). The first six chapters in Part 2 focus on the particulars of the projects, courses, and programs; titles include: "Raising Fish and Tomatoes To Save the Rustbelt" (Eric Pallant); "Fulfilling and Expanding the Mission of a Community College" (Janice Alexander); "Connecting with Human and Natural Communities at Middlebury College" (John Elder, Christopher McGrory Klyza, Jim Northup, and Stephen Trombulak); "An Educational Strategy To Reduce Exposure of Urban Children to Environmental Lead: ENVS 404 at the University of Pennsylvania" (Robert Giegengack, Walter Cressler, Peter Bloch, and Joanne Piesieski); "Connecting the Classroom and the Community: A Southern California Experience" (Nan Jenks-Jay); "An Experiment in Environmental Service-Learning" (Calvin F. Exoo); and "Service-Learning in Environmental Studies at the University of Vermont through a Senior Capstone Course on Environmental Problem Solving and Consulting" (Thomas R. Hudspeth). The final three chapters in this part present models in which internship and cocurricular experiences play an especially important role; titles are: "Industrial Areas and Natural Areas: Service-Learning in Southeast Michigan" (Orin G. Gelderloos); "ALLARM: A Case Study on the Power and the Challenge of Service in Undergraduate Science Education" (Candie C. Wilderman); and "Environmental Service and Learning at John Carroll University: Lessons from the Mather Project" (Mark Diffenderfer). An Afterword by Peter Blaze Corcoran is included. Appended is 17-item annotated bibliography. (All papers contain references.) (SM)