Service Learning Practice in Upper Division Geoscience Courses: bridging undergraduate learning, teaching and research
L. Lui, A.R. Philpotts, N.H. Gray 2004 Journal of Geoscience Education v52 n2 p172
Service-learning practice has been implemented in a number of upper division geoscience courses taught at the University of Connecticut. This article describes the objectives for implementing service-learning as well as the responses from participating students and community leaders to the practice. The authors find that service-learning has the capacity to foster learning, teaching, and undergraduate research, and facilitates multi-lateral interactions among students, faculty members, and local town public work professionals.