Service Learning and Geomedicine

Combining Project-Based Learning, Service Learning, and Geomedicine by Jeff Tolhurst, Ph.D. Columbia College 11600 Columbia College Drive Sonora, California 96370 Abstract Monica Ramirez, Ph.D. Aims Community College 5401 W. 20th Street Greeley, Colorado 80632 and This project describes the principles service-learning and project-based learning and how they can be merged to successfully teach geomedicine content in college level geoscience classes. This approach affords students the opportunity for interaction of knowledge and skills with experience, which is the key to learning. Students at Aims Community College, in Greeley, Colorado, and Columbia College, in Sonora, California, used the principles of service-learning and project-based learning to research topics related to geomedicine: 1) hospital site selection using GIS; 2) radon distribution in Madera County, California; 3) potential hazard mapping; and 4) Severe Acute Respiratory Syndrome (SARS) mapping. Anecdotal results indicate students benefited by perceiving the value of real world applications in their learning, getting hands on experience in the field, helping to serve their communities, and feeling positive about the real contributions they have made to their communities. Problems with using the two methodologies include coping with the complexities and structure inherent in the models, as well as with managing student projects where change and ambiguity are also inherent. Student Projects Radon Levels in Madera County by Josh Certo and Keith Swanfeldt Definition of Project-based Learning: Suspected Cases of Severe Acute Resperatory Syndrome May, 14 2001 "An in-depth investigation of a real world topic worthy of students' attention and effort. The study may be carried out by a class or by small groups of students. Projects can be undertaken with students of any age." Highradonclip 41-4.46 Definition of Service Learning: • 5.49-7.3 •7.3-12.4 • 12.4 - 19 Radonpointclp Project-based Learning Approach: "Service-learning is the various pedagogies that link community service and academic study so that each strengthens the other. The basic theory of service-learning is Dewey's: the interaction of knowledge and skills with experience is key to learning." 1.1-2.21 2.21-4.1 The Project-based Learning Approach refers to a set of teaching strategies which enable teachers to guide students through in-depth studies of real world • 41-7 VClpstreams Clipstreets topies. The Project-based Learning Approach is not unstructured. There is a complex but flexible framework with features that characterize the teaching- learning interaction. When teachers implement the Project-based Learning Approach successfully, students can be highly motivated, feel actively involved in their own learning, and produce work of a high quality. Three Basic Components to Effective Service-learning The state conniders anthirg over 40C 13 pG of adon Radon is the second highest c of hng r d crly to • Sufficient preparation, which includes setting objectives for skills to be acquired or issues to consider (planning phase) soking • Performing service (action phase) Key Phases in the Project-based Learning Approach: This service-learning projedt at Aims had students mapping SARS cases across the United States. Colorado has one of the highest rates of SARS cases in the U.S. Students worked in teams to outline the health issue, determine the scope and sequence of the problem, decide on a timeline and task schedule, detemine a methodology for data collection, and fnaly prooess and communicate their indings Phase 1 • The participant attempts to analyze the experience and draw lessons (metacognition/reflection phase) Two Columbia College geoscience studem worked as a State Department of Hel t ns feam on this project to colect radon data for the Depanme wga panning phase. where a imeline, task schedule, budget, and methodolooN for feld a prupo Rdon test kits to local residents at both the oounty fair and a home and garden show. Once radon test kit data w chtained dudents were able to nout the data into a GIS and anakze the resuts Reaits were oommunicated to lowing a dapning phase uhere a Determining the problem • Identifying the significance of studying the problem • Determining objectives/planning in the cenésenhace The andee aha deddeb na ben Benefits of Service-learning classmaten es in a peer reviewed format during the last week of the semester. Ultimately one of the students transferred e Caifomia Statte Unkersity Sacramntotn compintn bis rudies in periony while workia for the Slate Denartment of Health Services in collaboration with the Califomia G State of Calfornia This projedt continues to this date Geological geology Survey to continue • Increases retention • Provides quality education • Increases the relevaney of education to students 'living in the real world' Enhances personalized education for students Teaches positive values, leadership, citizenship, and personal responsibility • Empowers students as learners, teachers, achievers, and leaders Invites students to become members of their own community Teaches job skills and prepares students for careers after college • Encourages faculty to be innovative and creative: • Contributes to a college's outreach efforts to the local community, the state, and beyond • Increases campus-community collaboration and partnerships • Helps with community education • Contributes thousands of hours of service to people in need, non-profit agencies, private sector companies, non-governmental and governmental agencies un buldng a radon GIS database for the Phase 2 • Determining methodology for data collection • Identifying a timeline and task schedule • Determining a budget I work/data coll Tuolumne County Multi-Jurisdictional Hazard Mitigation Plan Map with follow-up Larimer County Office on Aging 2207 Phase 3 • Data reduction • Data analysis Project presentations with peer review component • Self analysis/reflection Redtud Buldrg Ponderea Bul Report on Population Distribution of Elderly, and Related Facilites (2000 Census) Hll 38.032174 a their teaching ক San Diege "Population Distribution Age 65+ Tamurack Hal Podan Diego Roserveir ane -Age 50-64 *Medical Facilities "Senior Centers 320 "Grocery Stores *Transportation "Loveland Backup Power Gonior Mansanta ing "Fort Collins Conclusions Hill Map Authors 2200 Integrating Service-learning and Project-based Learning teaching and learning strategies enable teachers to guide students through in-depth studies of real world topics and problems. Student motivation tends to be high due, in part, to the perception that they are making a concrete difference in their communities. Students also appreciate the active nature of the learning experience, seemingly preferring that over a more passive approach to learning. High quality work can be produced by students – work that is appreciated by members of the community they are servir through service-learning and project-based learning projects. Students are able to learn more about radon, hospital site selection, Severe Acute Respiratory Syndrome (SARS), and health hazard mitigation planning as they volunteer their time Brooke Pope Frank Cress -121.3E Proiect to fur he requirements for Aims Community Colege Sleve Adsit Anecdotal Data Spring Quarter 2003 Jason Channin - Instructor "Bringing the needs of the community into the classroom is an effective way for students to apply what they are learning in a tangible, hands on approach. As students, we are involved in educational exercises that seem abstract and at times remote from our Poudre Valley Health System (PVHS) Project experiences. When challenged to respond to a (sic) immediate need, the learning experience takes on a life of its own. There is no time to fall back to one's text or notes; you see the project unfold before you. All students are actively engaged in solving the problem presented to them. And most important, at the end of the class there is a product produced that meets the needs of a client, a key to building a successful business." Sudents at Aims Community College were involved in developing a notebook, broken down by markeing area, displaying a wide variety of data important to the succestul future of PVHS's new fadlity, in an easy to understand format. The notebook was presented to PVHS Senior Management, Board of Directors, and Marketing Department to enable them to make decisions of where to concentrate their advertising and marketing efforts in sting a 115-bed advanced care hospital near the jundtion of US Hwy 34 and l-25 in Loveland, Colorado. The map above was one used in analyzing the population distribution of elderly and related facifes using the 2000 Census data This map was a product of a GISIGPS class project during the Spring 2004 semester at Columbis College. An administrator at the colege approached the instructor, asking for a map of crical features on campus in response to a county level task force query for a hazard mitigation plan map. GISIGPS students responded by planning and designing the project fom start to finish The principles of project-based leaming were applied by teacher as students were guided through the project, which took anly one three hour dass meeting to complete (the request came on a Tuesday evening, class was held on Wednes- day night, and the map in pdf fomat was emailed by the end of that dass in time for the administration's Friday meeting). Feedback trom the Hazard Mitigation Plan task force committee members was positive (see comments below). The card and email were shared with students the folowing week and they were asked to write about the experience (phase 3). Anecdotal data indicates students were positively affected by the service-learning experience. Teaching geomedicine concepts is possible "After 14 years utilizing such environmental information maps as a land use planner and as a public information officer during emergency situations, it was quite an experience to learn how the maps are created and how they are produced. This project provided a hands- on experience with the production of an actual map that will help our safety personnel. It is great to see a practical application of that which we are learning." knowledge, skills, and experiences through serving their communities. "I am glad I had the experience to help the community and be leaming at the same time. It is nice to do some of the work, then know how to put it together, and then see the finished product and know that people are really going to use your work and that they really need it. That is a good feeling." "I am thankful for being involved in a class project that really made a difference for Columbia College and for the members of the Safety Committee. It not only was a learning tool, but also helped me learn to work as a team with other classmates. I think committees in the community should utilize the students here at Columbia College for future projects." References Th Thomas Ehrlich, "Foreword" (pp.xi-xii) in Barbara Jacoby and Associates, Service-Learning in Higher Education: Concepts and Practices. San Francisco, CA: Jossey-Bass. 1996. "Working with fellow students we put together a map of the Columbia College campus in class. Providing GIS data is important where time and money is an issue. My experience using modem technology to provide precise geographic data gave me a better understanding of how Geographic Information Systems work in the real world." Commission on National and Community Service (now the Corporation for National and Community Service). In Richard J. Kraft and James Krug, "Review of Research and Evaluation on Service Learning in Public and Higher Education," Chapter 24 of Richard J. Kraft and Marc Swadener, Building Community: Service Learning in the Academic Disciplines, Denver, CO: Colorado Campus Compact. 1994. Asreen "While attending Columbia College I've been privileged with many enriching experiences. Forming the map of the hazardous areas of the college was one of the best. It's a really great thing to [be] able to use a skill that I've learned to make a map that might actually save someone's life. I hope you will consider us for more opportunities like this in the future." Robin Crews, "What is Service-Leaming?" (pp.1) in University of Colorado at Boulder Service-Learning Handbook. First Edition, April 1995. Creek Combining Project-Based Learning, Service Learning, and Geomedicine by Jeff Tolhurst, Ph.D. Columbia College 11600 Columbia College Drive Sonora, California 96370 Abstract Monica Ramirez, Ph.D. Aims Community College 5401 W. 20th Street Greeley, Colorado 80632 and This project describes the principles service-learning and project-based learning and how they can be merged to successfully teach geomedicine content in college level geoscience classes. This approach affords students the opportunity for interaction of knowledge and skills with experience, which is the key to learning. Students at Aims Community College, in Greeley, Colorado, and Columbia College, in Sonora, California, used the principles of service-learning and project-based learning to research topics related to geomedicine: 1) hospital site selection using GIS; 2) radon distribution in Madera County, California; 3) potential hazard mapping; and 4) Severe Acute Respiratory Syndrome (SARS) mapping. Anecdotal results indicate students benefited by perceiving the value of real world applications in their learning, getting hands on experience in the field, helping to serve their communities, and feeling positive about the real contributions they have made to their communities. Problems with using the two methodologies include coping with the complexities and structure inherent in the models, as well as with managing student projects where change and ambiguity are also inherent. Student Projects C y Jr Sedian d rd O aex + 1R D a: : t O n Radon Levels in Madera County by Josh Certo and Keith Swanfeldt Definition of Project-based Learning: Suspected Cases of Severe Acute Resperatory Syndrome i May, 14 2001 "An in-depth investigation of a real world topic worthy of students' attention and effort. The study may be carried out by a class or by small groups of students. Projects can be undertaken with students of any age." Highradonclip 41-4.46 Definition of Service Learning: • 5.49-7.3 •7.3-12.4 • 12.4 - 19 Radonpointclp Project-based Learning Approach: "Service-learning is the various pedagogies that link community service and academic study so that each strengthens the other. The basic theory of service-learning is Dewey's: the interaction of knowledge and skills with experience is key to learning." 1.1-2.21 2.21-4.1 The Project-based Learning Approach refers to a set of teaching strategies which enable teachers to guide students through in-depth studies of real world • 41-7 VClpstreams Clipstreets topies. The Project-based Learning Approach is not unstructured. There is a complex but flexible framework with features that characterize the teaching- learning interaction. When teachers implement the Project-based Learning Approach successfully, students can be highly motivated, feel actively involved in their own learning, and produce work of a high quality. Three Basic Components to Effective Service-learning The state conniders anthirg over 40C 13 pG of adon Radon is the second highest c of hng r d crly to • Sufficient preparation, which includes setting objectives for skills to be acquired or issues to consider (planning phase) soking • Performing service (action phase) Key Phases in the Project-based Learning Approach: State Department of Hel t ns feam on this project to colect radon data for the Depanme This service-learning projedt at Aims had students mapping SARS cases across the United States. Colorado has one of the highest rates of SARS cases in the U.S. Students worked in teams to outline the health issue, determine the scope and sequence of the problem, decide on a timeline and task schedule, detemine a methodology for data collection, and fnaly prooess and communicate their indings Phase 1 • The participant attempts to analyze the experience and draw lessons (metacognition/reflection phase) Two Columbia College geoscience studem worked as a wga panning phase. where a imeline, task schedule, budget, and methodolooN for feld a prupo Rdon test kits to local residents at both the oounty fair and a home and garden show. Once radon test kit data w chtained dudents were able to nout the data into a GIS and anakze the resuts Reaits were oommunicated to Determining the problem • Identifying the significance of studying the problem • Determining objectives/planning Benefits of Service-learning classmaten es in a peer reviewed format during the last week of the semester. Ultimately one of the students transferred e Caifomia Statte Unkersity Sacramntotn compintn bis rudies in periony while workia for the Slate Denartment of Health Services in collaboration with the Califomia G State of Calfornia This projedt continues to this date Geological geology Survey to continue • Increases retention • Provides quality education • Increases the relevaney of education to students 'living in the real world' Enhances personalized education for students Teaches positive values, leadership, citizenship, and personal responsibility • Empowers students as learners, teachers, achievers, and leaders Invites students to become members of their own community Teaches job skills and prepares students for careers after college • Encourages faculty to be innovative and creative: • Contributes to a college's outreach efforts to the local community, the state, and beyond • Increases campus-community collaboration and partnerships • Helps with community education • Contributes thousands of hours of service to people in need, non-profit agencies, private sector companies, non-governmental and governmental agencies un buldng a radon GIS database for the Phase 2 • Determining methodology for data collection • Identifying a timeline and task schedule • Determining a budget I work/data coll Tuolumne County Multi-Jurisdictional Hazard Mitigation Plan Map with follow-up Larimer County Office on Aging 2207 Phase 3 • Data reduction • Data analysis Project presentations with peer review component • Self analysis/reflection Redtud Buldrg Ponderea Bul Hll Be ns Report on Population Distribution of Elderly, and Related Facilites (2000 Census) 38.032174 a their teaching San Diege "Population Distribution Age 65+ Tamurack Hal Podan Diego Roserveir ane -Age 50-64 *Medical Facilities "Senior Centers 320 "Grocery Stores *Transportation "Loveland Backup Power Gonior Mansanta ing "Fort Collins Conclusions Hill Map Authors 2200 Integrating Service-learning and Project-based Learning teaching and learning strategies enable teachers to guide students through in-depth studies of real world topics and problems. Student motivation tends to be high due, in part, to the perception that they are making a concrete difference in their communities. Students also appreciate the active nature of the learning experience, seemingly preferring that over a more passive approach to learning. High quality work can be produced by students – work that is appreciated by members of the community they are servir through service-learning and project-based learning projects. Students are able to learn more about radon, hospital site selection, Severe Acute Respiratory Syndrome (SARS), and health hazard mitigation planning as they volunteer their time Brooke Pope Frank Cress -121.3E Proiect to fur he requirements for Aims Community Colege Sleve Adsit Anecdotal Data Spring Quarter 2003 Jason Channin - Instructor "Bringing the needs of the community into the classroom is an effective way for students to apply what they are learning in a tangible, hands on approach. As students, we are involved in educational exercises that seem abstract and at times remote from our Poudre Valley Health System (PVHS) Project experiences. When challenged to respond to a (sic) immediate need, the learning experience takes on a life of its own. There is no time to fall back to one's text or notes; you see the project unfold before you. All students are actively engaged in solving the problem presented to them. And most important, at the end of the class there is a product produced that meets the needs of a client, a key to building a successful business." Sudents at Aims Community College were involved in developing a notebook, broken down by markeing area, displaying a wide variety of data important to the succestul future of PVHS's new fadlity, in an easy to understand format. The notebook was presented to PVHS Senior Management, Board of Directors, and Marketing Department to enable them to make decisions of where to concentrate their advertising and marketing efforts in sting a 115-bed advanced care hospital near the jundtion of US Hwy 34 and l-25 in Loveland, Colorado. The map above was one used in analyzing the population distribution of elderly and related facifes using the 2000 Census data This map was a product of a GISIGPS class project during the Spring 2004 semester at Columbis College. An administrator at the colege approached the instructor, asking for a map of crical features on campus in response to a county level task force query for a hazard mitigation plan map. GISIGPS students responded by planning and designing the project fom start to finish The principles of project-based leaming were applied by teacher as students were guided through the project, which took anly one three hour dass meeting to complete (the request came on a Tuesday evening, class was held on Wednes- day night, and the map in pdf fomat was emailed by the end of that dass in time for the administration's Friday meeting). Feedback trom the Hazard Mitigation Plan task force committee members was positive (see comments below). The card and email were shared with students the folowing week and they were asked to write about the experience (phase 3). Anecdotal data indicates students were positively affected by the service-learning experience. Teaching geomedicine concepts is possible "After 14 years utilizing such environmental information maps as a land use planner and as a public information officer during emergency situations, it was quite an experience to learn how the maps are created and how they are produced. This project provided a hands- on experience with the production of an actual map that will help our safety personnel. It is great to see a practical application of that which we are learning." knowledge, skills, and experiences through serving their communities. "I am glad I had the experience to help the community and be leaming at the same time. It is nice to do some of the work, then know how to put it together, and then see the finished product and know that people are really going to use your work and that they really need it. That is a good feeling." "I am thankful for being involved in a class project that really made a difference for Columbia College and for the members of the Safety Committee. It not only was a learning tool, but also helped me learn to work as a team with other classmates. I think committees in the community should utilize the students here at Columbia College for future projects." References Th Thomas Ehrlich, "Foreword" (pp.xi-xii) in Barbara Jacoby and Associates, Service-Learning in Higher Education: Concepts and Practices. San Francisco, CA: Jossey-Bass. 1996. "Working with fellow students we put together a map of the Columbia College campus in class. Providing GIS data is important where time and money is an issue. My experience using modem technology to provide precise geographic data gave me a better understanding of how Geographic Information Systems work in the real world." Commission on National and Community Service (now the Corporation for National and Community Service). In Richard J. Kraft and James Krug, "Review of Research and Evaluation on Service Learning in Public and Higher Education," Chapter 24 of Richard J. Kraft and Marc Swadener, Building Community: Service Learning in the Academic Disciplines, Denver, CO: Colorado Campus Compact. 1994. Asreen "While attending Columbia College I've been privileged with many enriching experiences. Forming the map of the hazardous areas of the college was one of the best. It's a really great thing to [be] able to use a skill that I've learned to make a map that might actually save someone's life. I hope you will consider us for more opportunities like this in the future." Robin Crews, "What is Service-Leaming?" (pp.1) in University of Colorado at Boulder Service-Learning Handbook. First Edition, April 1995. Creek Combining Project-Based Learning, Service Learning, and Geomedicine by Jeff Tolhurst, Ph.D. Columbia College 11600 Columbia College Drive Sonora, California 96370 Abstract Monica Ramirez, Ph.D. Aims Community College 5401 W. 20th Street Greeley, Colorado 80632 and This project describes the principles service-learning and project-based learning and how they can be merged to successfully teach geomedicine content in college level geoscience classes. This approach affords students the opportunity for interaction of knowledge and skills with experience, which is the key to learning. Students at Aims Community College, in Greeley, Colorado, and Columbia College, in Sonora, California, used the principles of service-learning and project-based learning to research topics related to geomedicine: 1) hospital site selection using GIS; 2) radon distribution in Madera County, California; 3) potential hazard mapping; and 4) Severe Acute Respiratory Syndrome (SARS) mapping. Anecdotal results indicate students benefited by perceiving the value of real world applications in their learning, getting hands on experience in the field, helping to serve their communities, and feeling positive about the real contributions they have made to their communities. Problems with using the two methodologies include coping with the complexities and structure inherent in the models, as well as with managing student projects where change and ambiguity are also inherent. Student Projects C y Jr Sedian d rd O aex + 1R D a: : t O n Radon Levels in Madera County by Josh Certo and Keith Swanfeldt Definition of Project-based Learning: Suspected Cases of Severe Acute Resperatory Syndrome i May, 14 2001 "An in-depth investigation of a real world topic worthy of students' attention and effort. The study may be carried out by a class or by small groups of students. Projects can be undertaken with students of any age." Highradonclip 41-4.46 Definition of Service Learning: • 5.49-7.3 •7.3-12.4 • 12.4 - 19 Radonpointclp Project-based Learning Approach: "Service-learning is the various pedagogies that link community service and academic study so that each strengthens the other. The basic theory of service-learning is Dewey's: the interaction of knowledge and skills with experience is key to learning." 1.1-2.21 2.21-4.1 The Project-based Learning Approach refers to a set of teaching strategies which enable teachers to guide students through in-depth studies of real world • 41-7 VClpstreams Clipstreets topies. The Project-based Learning Approach is not unstructured. There is a complex but flexible framework with features that characterize the teaching- learning interaction. When teachers implement the Project-based Learning Approach successfully, students can be highly motivated, feel actively involved in their own learning, and produce work of a high quality. Three Basic Components to Effective Service-learning The state conniders anthirg over 40C 13 pG of adon Radon is the second highest c of hng r d crly to • Sufficient preparation, which includes setting objectives for skills to be acquired or issues to consider (planning phase) soking • Performing service (action phase) Key Phases in the Project-based Learning Approach: State Department of Hel t ns feam on this project to colect radon data for the Depanme This service-learning projedt at Aims had students mapping SARS cases across the United States. Colorado has one of the highest rates of SARS cases in the U.S. Students worked in teams to outline the health issue, determine the scope and sequence of the problem, decide on a timeline and task schedule, detemine a methodology for data collection, and fnaly prooess and communicate their indings Phase 1 • The participant attempts to analyze the experience and draw lessons (metacognition/reflection phase) Two Columbia College geoscience studem worked as a wga panning phase. where a imeline, task schedule, budget, and methodolooN for feld a prupo Rdon test kits to local residents at both the oounty fair and a home and garden show. Once radon test kit data w chtained dudents were able to nout the data into a GIS and anakze the resuts Reaits were oommunicated to Determining the problem • Identifying the significance of studying the problem • Determining objectives/planning Benefits of Service-learning classmaten es in a peer reviewed format during the last week of the semester. Ultimately one of the students transferred e Caifomia Statte Unkersity Sacramntotn compintn bis rudies in periony while workia for the Slate Denartment of Health Services in collaboration with the Califomia G State of Calfornia This projedt continues to this date Geological geology Survey to continue • Increases retention • Provides quality education • Increases the relevaney of education to students 'living in the real world' Enhances personalized education for students Teaches positive values, leadership, citizenship, and personal responsibility • Empowers students as learners, teachers, achievers, and leaders Invites students to become members of their own community Teaches job skills and prepares students for careers after college • Encourages faculty to be innovative and creative: • Contributes to a college's outreach efforts to the local community, the state, and beyond • Increases campus-community collaboration and partnerships • Helps with community education • Contributes thousands of hours of service to people in need, non-profit agencies, private sector companies, non-governmental and governmental agencies un buldng a radon GIS database for the Phase 2 • Determining methodology for data collection • Identifying a timeline and task schedule • Determining a budget I work/data coll Tuolumne County Multi-Jurisdictional Hazard Mitigation Plan Map with follow-up Larimer County Office on Aging 2207 Phase 3 • Data reduction • Data analysis Project presentations with peer review component • Self analysis/reflection Redtud Buldrg Ponderea Bul Hll Be ns Report on Population Distribution of Elderly, and Related Facilites (2000 Census) 38.032174 a their teaching San Diege "Population Distribution Age 65+ Tamurack Hal Podan Diego Roserveir ane -Age 50-64 *Medical Facilities "Senior Centers 320 "Grocery Stores *Transportation "Loveland Backup Power Gonior Mansanta ing "Fort Collins Conclusions Hill Map Authors 2200 Integrating Service-learning and Project-based Learning teaching and learning strategies enable teachers to guide students through in-depth studies of real world topics and problems. Student motivation tends to be high due, in part, to the perception that they are making a concrete difference in their communities. Students also appreciate the active nature of the learning experience, seemingly preferring that over a more passive approach to learning. High quality work can be produced by students – work that is appreciated by members of the community they are servir through service-learning and project-based learning projects. Students are able to learn more about radon, hospital site selection, Severe Acute Respiratory Syndrome (SARS), and health hazard mitigation planning as they volunteer their time Brooke Pope Frank Cress -121.3E Proiect to fur he requirements for Aims Community Colege Sleve Adsit Anecdotal Data Spring Quarter 2003 Jason Channin - Instructor "Bringing the needs of the community into the classroom is an effective way for students to apply what they are learning in a tangible, hands on approach. As students, we are involved in educational exercises that seem abstract and at times remote from our Poudre Valley Health System (PVHS) Project experiences. When challenged to respond to a (sic) immediate need, the learning experience takes on a life of its own. There is no time to fall back to one's text or notes; you see the project unfold before you. All students are actively engaged in solving the problem presented to them. And most important, at the end of the class there is a product produced that meets the needs of a client, a key to building a successful business." Sudents at Aims Community College were involved in developing a notebook, broken down by markeing area, displaying a wide variety of data important to the succestul future of PVHS's new fadlity, in an easy to understand format. The notebook was presented to PVHS Senior Management, Board of Directors, and Marketing Department to enable them to make decisions of where to concentrate their advertising and marketing efforts in sting a 115-bed advanced care hospital near the jundtion of US Hwy 34 and l-25 in Loveland, Colorado. The map above was one used in analyzing the population distribution of elderly and related facifes using the 2000 Census data This map was a product of a GISIGPS class project during the Spring 2004 semester at Columbis College. An administrator at the colege approached the instructor, asking for a map of crical features on campus in response to a county level task force query for a hazard mitigation plan map. GISIGPS students responded by planning and designing the project fom start to finish The principles of project-based leaming were applied by teacher as students were guided through the project, which took anly one three hour dass meeting to complete (the request came on a Tuesday evening, class was held on Wednes- day night, and the map in pdf fomat was emailed by the end of that dass in time for the administration's Friday meeting). Feedback trom the Hazard Mitigation Plan task force committee members was positive (see comments below). The card and email were shared with students the folowing week and they were asked to write about the experience (phase 3). Anecdotal data indicates students were positively affected by the service-learning experience. Teaching geomedicine concepts is possible "After 14 years utilizing such environmental information maps as a land use planner and as a public information officer during emergency situations, it was quite an experience to learn how the maps are created and how they are produced. This project provided a hands- on experience with the production of an actual map that will help our safety personnel. It is great to see a practical application of that which we are learning." knowledge, skills, and experiences through serving their communities. "I am glad I had the experience to help the community and be leaming at the same time. It is nice to do some of the work, then know how to put it together, and then see the finished product and know that people are really going to use your work and that they really need it. That is a good feeling." "I am thankful for being involved in a class project that really made a difference for Columbia College and for the members of the Safety Committee. It not only was a learning tool, but also helped me learn to work as a team with other classmates. I think committees in the community should utilize the students here at Columbia College for future projects." References Th Thomas Ehrlich, "Foreword" (pp.xi-xii) in Barbara Jacoby and Associates, Service-Learning in Higher Education: Concepts and Practices. San Francisco, CA: Jossey-Bass. 1996. "Working with fellow students we put together a map of the Columbia College campus in class. Providing GIS data is important where time and money is an issue. My experience using modem technology to provide precise geographic data gave me a better understanding of how Geographic Information Systems work in the real world." Commission on National and Community Service (now the Corporation for National and Community Service). In Richard J. Kraft and James Krug, "Review of Research and Evaluation on Service Learning in Public and Higher Education," Chapter 24 of Richard J. Kraft and Marc Swadener, Building Community: Service Learning in the Academic Disciplines, Denver, CO: Colorado Campus Compact. 1994. Asreen "While attending Columbia College I've been privileged with many enriching experiences. Forming the map of the hazardous areas of the college was one of the best. It's a really great thing to [be] able to use a skill that I've learned to make a map that might actually save someone's life. I hope you will consider us for more opportunities like this in the future." Robin Crews, "What is Service-Leaming?" (pp.1) in University of Colorado at Boulder Service-Learning Handbook. First Edition, April 1995. Creek Combining Project-Based Learning, Service Learning, and Geomedicine by Jeff Tolhurst, Ph.D. Columbia College 11600 Columbia College Drive Sonora, California 96370 Abstract Monica Ramirez, Ph.D. Aims Community College 5401 W. 20th Street Greeley, Colorado 80632 and This project describes the principles service-learning and project-based learning and how they can be merged to successfully teach geomedicine content in college level geoscience classes. This approach affords students the opportunity for interaction of knowledge and skills with experience, which is the key to learning. Students at Aims Community College, in Greeley, Colorado, and Columbia College, in Sonora, California, used the principles of service-learning and project-based learning to research topics related to geomedicine: 1) hospital site selection using GIS; 2) radon distribution in Madera County, California; 3) potential hazard mapping; and 4) Severe Acute Respiratory Syndrome (SARS) mapping. Anecdotal results indicate students benefited by perceiving the value of real world applications in their learning, getting hands on experience in the field, helping to serve their communities, and feeling positive about the real contributions they have made to their communities. Problems with using the two methodologies include coping with the complexities and structure inherent in the models, as well as with managing student projects where change and ambiguity are also inherent. Student Projects C y Jr Sedian d rd O aex + 1R D a: : t O n Radon Levels in Madera County by Josh Certo and Keith Swanfeldt Definition of Project-based Learning: Suspected Cases of Severe Acute Resperatory Syndrome i May, 14 2001 "An in-depth investigation of a real world topic worthy of students' attention and effort. The study may be carried out by a class or by small groups of students. Projects can be undertaken with students of any age." Highradonclip 41-4.46 Definition of Service Learning: • 5.49-7.3 •7.3-12.4 • 12.4 - 19 Radonpointclp Project-based Learning Approach: "Service-learning is the various pedagogies that link community service and academic study so that each strengthens the other. The basic theory of service-learning is Dewey's: the interaction of knowledge and skills with experience is key to learning." 1.1-2.21 2.21-4.1 The Project-based Learning Approach refers to a set of teaching strategies which enable teachers to guide students through in-depth studies of real world • 41-7 VClpstreams Clipstreets topies. The Project-based Learning Approach is not unstructured. There is a complex but flexible framework with features that characterize the teaching- learning interaction. When teachers implement the Project-based Learning Approach successfully, students can be highly motivated, feel actively involved in their own learning, and produce work of a high quality. Three Basic Components to Effective Service-learning The state conniders anthirg over 40C 13 pG of adon Radon is the second highest c of hng r d crly to • Sufficient preparation, which includes setting objectives for skills to be acquired or issues to consider (planning phase) soking • Performing service (action phase) Key Phases in the Project-based Learning Approach: State Department of Hel t ns feam on this project to colect radon data for the Depanme This service-learning projedt at Aims had students mapping SARS cases across the United States. Colorado has one of the highest rates of SARS cases in the U.S. Students worked in teams to outline the health issue, determine the scope and sequence of the problem, decide on a timeline and task schedule, detemine a methodology for data collection, and fnaly prooess and communicate their indings Phase 1 • The participant attempts to analyze the experience and draw lessons (metacognition/reflection phase) Two Columbia College geoscience studem worked as a wga panning phase. where a imeline, task schedule, budget, and methodolooN for feld a prupo Rdon test kits to local residents at both the oounty fair and a home and garden show. Once radon test kit data w chtained dudents were able to nout the data into a GIS and anakze the resuts Reaits were oommunicated to Determining the problem • Identifying the significance of studying the problem • Determining objectives/planning Benefits of Service-learning classmaten es in a peer reviewed format during the last week of the semester. Ultimately one of the students transferred e Caifomia Statte Unkersity Sacramntotn compintn bis rudies in periony while workia for the Slate Denartment of Health Services in collaboration with the Califomia G State of Calfornia This projedt continues to this date Geological geology Survey to continue • Increases retention • Provides quality education • Increases the relevaney of education to students 'living in the real world' Enhances personalized education for students Teaches positive values, leadership, citizenship, and personal responsibility • Empowers students as learners, teachers, achievers, and leaders Invites students to become members of their own community Teaches job skills and prepares students for careers after college • Encourages faculty to be innovative and creative: • Contributes to a college's outreach efforts to the local community, the state, and beyond • Increases campus-community collaboration and partnerships • Helps with community education • Contributes thousands of hours of service to people in need, non-profit agencies, private sector companies, non-governmental and governmental agencies un buldng a radon GIS database for the Phase 2 • Determining methodology for data collection • Identifying a timeline and task schedule • Determining a budget I work/data coll Tuolumne County Multi-Jurisdictional Hazard Mitigation Plan Map with follow-up Larimer County Office on Aging 2207 Phase 3 • Data reduction • Data analysis Project presentations with peer review component • Self analysis/reflection Redtud Buldrg Ponderea Bul Hll Be ns Report on Population Distribution of Elderly, and Related Facilites (2000 Census) 38.032174 a their teaching San Diege "Population Distribution Age 65+ Tamurack Hal Podan Diego Roserveir ane -Age 50-64 *Medical Facilities "Senior Centers 320 "Grocery Stores *Transportation "Loveland Backup Power Gonior Mansanta ing "Fort Collins Conclusions Hill Map Authors 2200 Integrating Service-learning and Project-based Learning teaching and learning strategies enable teachers to guide students through in-depth studies of real world topics and problems. Student motivation tends to be high due, in part, to the perception that they are making a concrete difference in their communities. Students also appreciate the active nature of the learning experience, seemingly preferring that over a more passive approach to learning. High quality work can be produced by students – work that is appreciated by members of the community they are servir through service-learning and project-based learning projects. Students are able to learn more about radon, hospital site selection, Severe Acute Respiratory Syndrome (SARS), and health hazard mitigation planning as they volunteer their time Brooke Pope Frank Cress -121.3E Proiect to fur he requirements for Aims Community Colege Sleve Adsit Anecdotal Data Spring Quarter 2003 Jason Channin - Instructor "Bringing the needs of the community into the classroom is an effective way for students to apply what they are learning in a tangible, hands on approach. As students, we are involved in educational exercises that seem abstract and at times remote from our Poudre Valley Health System (PVHS) Project experiences. When challenged to respond to a (sic) immediate need, the learning experience takes on a life of its own. There is no time to fall back to one's text or notes; you see the project unfold before you. All students are actively engaged in solving the problem presented to them. And most important, at the end of the class there is a product produced that meets the needs of a client, a key to building a successful business." Sudents at Aims Community College were involved in developing a notebook, broken down by markeing area, displaying a wide variety of data important to the succestul future of PVHS's new fadlity, in an easy to understand format. The notebook was presented to PVHS Senior Management, Board of Directors, and Marketing Department to enable them to make decisions of where to concentrate their advertising and marketing efforts in sting a 115-bed advanced care hospital near the jundtion of US Hwy 34 and l-25 in Loveland, Colorado. The map above was one used in analyzing the population distribution of elderly and related facifes using the 2000 Census data This map was a product of a GISIGPS class project during the Spring 2004 semester at Columbis College. An administrator at the colege approached the instructor, asking for a map of crical features on campus in response to a county level task force query for a hazard mitigation plan map. GISIGPS students responded by planning and designing the project fom start to finish The principles of project-based leaming were applied by teacher as students were guided through the project, which took anly one three hour dass meeting to complete (the request came on a Tuesday evening, class was held on Wednes- day night, and the map in pdf fomat was emailed by the end of that dass in time for the administration's Friday meeting). Feedback trom the Hazard Mitigation Plan task force committee members was positive (see comments below). The card and email were shared with students the folowing week and they were asked to write about the experience (phase 3). Anecdotal data indicates students were positively affected by the service-learning experience. Teaching geomedicine concepts is possible "After 14 years utilizing such environmental information maps as a land use planner and as a public information officer during emergency situations, it was quite an experience to learn how the maps are created and how they are produced. This project provided a hands- on experience with the production of an actual map that will help our safety personnel. It is great to see a practical application of that which we are learning." knowledge, skills, and experiences through serving their communities. "I am glad I had the experience to help the community and be leaming at the same time. It is nice to do some of the work, then know how to put it together, and then see the finished product and know that people are really going to use your work and that they really need it. That is a good feeling." "I am thankful for being involved in a class project that really made a difference for Columbia College and for the members of the Safety Committee. It not only was a learning tool, but also helped me learn to work as a team with other classmates. I think committees in the community should utilize the students here at Columbia College for future projects." References Th Thomas Ehrlich, "Foreword" (pp.xi-xii) in Barbara Jacoby and Associates, Service-Learning in Higher Education: Concepts and Practices. San Francisco, CA: Jossey-Bass. 1996. "Working with fellow students we put together a map of the Columbia College campus in class. Providing GIS data is important where time and money is an issue. My experience using modem technology to provide precise geographic data gave me a better understanding of how Geographic Information Systems work in the real world." Commission on National and Community Service (now the Corporation for National and Community Service). In Richard J. Kraft and James Krug, "Review of Research and Evaluation on Service Learning in Public and Higher Education," Chapter 24 of Richard J. Kraft and Marc Swadener, Building Community: Service Learning in the Academic Disciplines, Denver, CO: Colorado Campus Compact. 1994. Asreen "While attending Columbia College I've been privileged with many enriching experiences. Forming the map of the hazardous areas of the college was one of the best. It's a really great thing to [be] able to use a skill that I've learned to make a map that might actually save someone's life. I hope you will consider us for more opportunities like this in the future." Robin Crews, "What is Service-Leaming?" (pp.1) in University of Colorado at Boulder Service-Learning Handbook. First Edition, April 1995. Creek Combining Project-Based Learning, Service Learning, and Geomedicine by Jeff Tolhurst, Ph.D. Columbia College 11600 Columbia College Drive Sonora, California 96370 Abstract Monica Ramirez, Ph.D. Aims Community College 5401 W. 20th Street Greeley, Colorado 80632 and This project describes the principles service-learning and project-based learning and how they can be merged to successfully teach geomedicine content in college level geoscience classes. This approach affords students the opportunity for interaction of knowledge and skills with experience, which is the key to learning. Students at Aims Community College, in Greeley, Colorado, and Columbia College, in Sonora, California, used the principles of service-learning and project-based learning to research topics related to geomedicine: 1) hospital site selection using GIS; 2) radon distribution in Madera County, California; 3) potential hazard mapping; and 4) Severe Acute Respiratory Syndrome (SARS) mapping. Anecdotal results indicate students benefited by perceiving the value of real world applications in their learning, getting hands on experience in the field, helping to serve their communities, and feeling positive about the real contributions they have made to their communities. Problems with using the two methodologies include coping with the complexities and structure inherent in the models, as well as with managing student projects where change and ambiguity are also inherent. Student Projects C y Jr Sedian d rd O aex + 1R D a: : t O n Radon Levels in Madera County by Josh Certo and Keith Swanfeldt Definition of Project-based Learning: Suspected Cases of Severe Acute Resperatory Syndrome i May, 14 2001 "An in-depth investigation of a real world topic worthy of students' attention and effort. The study may be carried out by a class or by small groups of students. Projects can be undertaken with students of any age." Highradonclip 41-4.46 Definition of Service Learning: • 5.49-7.3 •7.3-12.4 • 12.4 - 19 Radonpointclp Project-based Learning Approach: "Service-learning is the various pedagogies that link community service and academic study so that each strengthens the other. The basic theory of service-learning is Dewey's: the interaction of knowledge and skills with experience is key to learning." 1.1-2.21 2.21-4.1 The Project-based Learning Approach refers to a set of teaching strategies which enable teachers to guide students through in-depth studies of real world • 41-7 VClpstreams Clipstreets topies. The Project-based Learning Approach is not unstructured. There is a complex but flexible framework with features that characterize the teaching- learning interaction. When teachers implement the Project-based Learning Approach successfully, students can be highly motivated, feel actively involved in their own learning, and produce work of a high quality. Three Basic Components to Effective Service-learning The state conniders anthirg over 40C 13 pG of adon Radon is the second highest c of hng r d crly to • Sufficient preparation, which includes setting objectives for skills to be acquired or issues to consider (planning phase) soking • Performing service (action phase) Key Phases in the Project-based Learning Approach: State Department of Hel t ns feam on this project to colect radon data for the Depanme This service-learning projedt at Aims had students mapping SARS cases across the United States. Colorado has one of the highest rates of SARS cases in the U.S. Students worked in teams to outline the health issue, determine the scope and sequence of the problem, decide on a timeline and task schedule, detemine a methodology for data collection, and fnaly prooess and communicate their indings Phase 1 • The participant attempts to analyze the experience and draw lessons (metacognition/reflection phase) Two Columbia College geoscience studem worked as a wga panning phase. where a imeline, task schedule, budget, and methodolooN for feld a prupo Rdon test kits to local residents at both the oounty fair and a home and garden show. Once radon test kit data w chtained dudents were able to nout the data into a GIS and anakze the resuts Reaits were oommunicated to Determining the problem • Identifying the significance of studying the problem • Determining objectives/planning Benefits of Service-learning classmaten es in a peer reviewed format during the last week of the semester. Ultimately one of the students transferred e Caifomia Statte Unkersity Sacramntotn compintn bis rudies in periony while workia for the Slate Denartment of Health Services in collaboration with the Califomia G State of Calfornia This projedt continues to this date Geological geology Survey to continue • Increases retention • Provides quality education • Increases the relevaney of education to students 'living in the real world' Enhances personalized education for students Teaches positive values, leadership, citizenship, and personal responsibility • Empowers students as learners, teachers, achievers, and leaders Invites students to become members of their own community Teaches job skills and prepares students for careers after college • Encourages faculty to be innovative and creative: • Contributes to a college's outreach efforts to the local community, the state, and beyond • Increases campus-community collaboration and partnerships • Helps with community education • Contributes thousands of hours of service to people in need, non-profit agencies, private sector companies, non-governmental and governmental agencies un buldng a radon GIS database for the Phase 2 • Determining methodology for data collection • Identifying a timeline and task schedule • Determining a budget I work/data coll Tuolumne County Multi-Jurisdictional Hazard Mitigation Plan Map with follow-up Larimer County Office on Aging 2207 Phase 3 • Data reduction • Data analysis Project presentations with peer review component • Self analysis/reflection Redtud Buldrg Ponderea Bul Hll Be ns Report on Population Distribution of Elderly, and Related Facilites (2000 Census) 38.032174 a their teaching San Diege "Population Distribution Age 65+ Tamurack Hal Podan Diego Roserveir ane -Age 50-64 *Medical Facilities "Senior Centers 320 "Grocery Stores *Transportation "Loveland Backup Power Gonior Mansanta ing "Fort Collins Conclusions Hill Map Authors 2200 Integrating Service-learning and Project-based Learning teaching and learning strategies enable teachers to guide students through in-depth studies of real world topics and problems. Student motivation tends to be high due, in part, to the perception that they are making a concrete difference in their communities. Students also appreciate the active nature of the learning experience, seemingly preferring that over a more passive approach to learning. High quality work can be produced by students – work that is appreciated by members of the community they are servir through service-learning and project-based learning projects. Students are able to learn more about radon, hospital site selection, Severe Acute Respiratory Syndrome (SARS), and health hazard mitigation planning as they volunteer their time Brooke Pope Frank Cress -121.3E Proiect to fur he requirements for Aims Community Colege Sleve Adsit Anecdotal Data Spring Quarter 2003 Jason Channin - Instructor "Bringing the needs of the community into the classroom is an effective way for students to apply what they are learning in a tangible, hands on approach. As students, we are involved in educational exercises that seem abstract and at times remote from our Poudre Valley Health System (PVHS) Project experiences. When challenged to respond to a (sic) immediate need, the learning experience takes on a life of its own. There is no time to fall back to one's text or notes; you see the project unfold before you. All students are actively engaged in solving the problem presented to them. And most important, at the end of the class there is a product produced that meets the needs of a client, a key to building a successful business." Sudents at Aims Community College were involved in developing a notebook, broken down by markeing area, displaying a wide variety of data important to the succestul future of PVHS's new fadlity, in an easy to understand format. The notebook was presented to PVHS Senior Management, Board of Directors, and Marketing Department to enable them to make decisions of where to concentrate their advertising and marketing efforts in sting a 115-bed advanced care hospital near the jundtion of US Hwy 34 and l-25 in Loveland, Colorado. The map above was one used in analyzing the population distribution of elderly and related facifes using the 2000 Census data This map was a product of a GISIGPS class project during the Spring 2004 semester at Columbis College. An administrator at the colege approached the instructor, asking for a map of crical features on campus in response to a county level task force query for a hazard mitigation plan map. GISIGPS students responded by planning and designing the project fom start to finish The principles of project-based leaming were applied by teacher as students were guided through the project, which took anly one three hour dass meeting to complete (the request came on a Tuesday evening, class was held on Wednes- day night, and the map in pdf fomat was emailed by the end of that dass in time for the administration's Friday meeting). Feedback trom the Hazard Mitigation Plan task force committee members was positive (see comments below). The card and email were shared with students the folowing week and they were asked to write about the experience (phase 3). Anecdotal data indicates students were positively affected by the service-learning experience. Teaching geomedicine concepts is possible "After 14 years utilizing such environmental information maps as a land use planner and as a public information officer during emergency situations, it was quite an experience to learn how the maps are created and how they are produced. This project provided a hands- on experience with the production of an actual map that will help our safety personnel. It is great to see a practical application of that which we are learning." knowledge, skills, and experiences through serving their communities. "I am glad I had the experience to help the community and be leaming at the same time. It is nice to do some of the work, then know how to put it together, and then see the finished product and know that people are really going to use your work and that they really need it. That is a good feeling." "I am thankful for being involved in a class project that really made a difference for Columbia College and for the members of the Safety Committee. It not only was a learning tool, but also helped me learn to work as a team with other classmates. I think committees in the community should utilize the students here at Columbia College for future projects." References Th Thomas Ehrlich, "Foreword" (pp.xi-xii) in Barbara Jacoby and Associates, Service-Learning in Higher Education: Concepts and Practices. San Francisco, CA: Jossey-Bass. 1996. "Working with fellow students we put together a map of the Columbia College campus in class. Providing GIS data is important where time and money is an issue. My experience using modem technology to provide precise geographic data gave me a better understanding of how Geographic Information Systems work in the real world." Commission on National and Community Service (now the Corporation for National and Community Service). In Richard J. Kraft and James Krug, "Review of Research and Evaluation on Service Learning in Public and Higher Education," Chapter 24 of Richard J. Kraft and Marc Swadener, Building Community: Service Learning in the Academic Disciplines, Denver, CO: Colorado Campus Compact. 1994. Asreen "While attending Columbia College I've been privileged with many enriching experiences. Forming the map of the hazardous areas of the college was one of the best. It's a really great thing to [be] able to use a skill that I've learned to make a map that might actually save someone's life. I hope you will consider us for more opportunities like this in the future." Robin Crews, "What is Service-Leaming?" (pp.1) in University of Colorado at Boulder Service-Learning Handbook. First Edition, April 1995. Creek Combining Project-Based Learning, Service Learning, and Geomedicine by Jeff Tolhurst, Ph.D. Columbia College 11600 Columbia College Drive Sonora, California 96370 Abstract Monica Ramirez, Ph.D. Aims Community College 5401 W. 20th Street Greeley, Colorado 80632 and This project describes the principles service-learning and project-based learning and how they can be merged to successfully teach geomedicine content in college level geoscience classes. This approach affords students the opportunity for interaction of knowledge and skills with experience, which is the key to learning. Students at Aims Community College, in Greeley, Colorado, and Columbia College, in Sonora, California, used the principles of service-learning and project-based learning to research topics related to geomedicine: 1) hospital site selection using GIS; 2) radon distribution in Madera County, California; 3) potential hazard mapping; and 4) Severe Acute Respiratory Syndrome (SARS) mapping. Anecdotal results indicate students benefited by perceiving the value of real world applications in their learning, getting hands on experience in the field, helping to serve their communities, and feeling positive about the real contributions they have made to their communities. Problems with using the two methodologies include coping with the complexities and structure inherent in the models, as well as with managing student projects where change and ambiguity are also inherent. Student Projects C y Jr Sedian d rd O aex + 1R D a: : t O n Radon Levels in Madera County by Josh Certo and Keith Swanfeldt Definition of Project-based Learning: Suspected Cases of Severe Acute Resperatory Syndrome i May, 14 2001 "An in-depth investigation of a real world topic worthy of students' attention and effort. The study may be carried out by a class or by small groups of students. Projects can be undertaken with students of any age." Highradonclip 41-4.46 Definition of Service Learning: • 5.49-7.3 •7.3-12.4 • 12.4 - 19 Radonpointclp Project-based Learning Approach: "Service-learning is the various pedagogies that link community service and academic study so that each strengthens the other. The basic theory of service-learning is Dewey's: the interaction of knowledge and skills with experience is key to learning." 1.1-2.21 2.21-4.1 The Project-based Learning Approach refers to a set of teaching strategies which enable teachers to guide students through in-depth studies of real world • 41-7 VClpstreams Clipstreets topies. The Project-based Learning Approach is not unstructured. There is a complex but flexible framework with features that characterize the teaching- learning interaction. When teachers implement the Project-based Learning Approach successfully, students can be highly motivated, feel actively involved in their own learning, and produce work of a high quality. Three Basic Components to Effective Service-learning The state conniders anthirg over 40C 13 pG of adon Radon is the second highest c of hng r d crly to • Sufficient preparation, which includes setting objectives for skills to be acquired or issues to consider (planning phase) soking • Performing service (action phase) Key Phases in the Project-based Learning Approach: State Department of Hel t ns feam on this project to colect radon data for the Depanme This service-learning projedt at Aims had students mapping SARS cases across the United States. Colorado has one of the highest rates of SARS cases in the U.S. Students worked in teams to outline the health issue, determine the scope and sequence of the problem, decide on a timeline and task schedule, detemine a methodology for data collection, and fnaly prooess and communicate their indings Phase 1 • The participant attempts to analyze the experience and draw lessons (metacognition/reflection phase) Two Columbia College geoscience studem worked as a wga panning phase. where a imeline, task schedule, budget, and methodolooN for feld a prupo Rdon test kits to local residents at both the oounty fair and a home and garden show. Once radon test kit data w chtained dudents were able to nout the data into a GIS and anakze the resuts Reaits were oommunicated to Determining the problem • Identifying the significance of studying the problem • Determining objectives/planning Benefits of Service-learning classmaten es in a peer reviewed format during the last week of the semester. Ultimately one of the students transferred e Caifomia Statte Unkersity Sacramntotn compintn bis rudies in periony while workia for the Slate Denartment of Health Services in collaboration with the Califomia G State of Calfornia This projedt continues to this date Geological geology Survey to continue • Increases retention • Provides quality education • Increases the relevaney of education to students 'living in the real world' Enhances personalized education for students Teaches positive values, leadership, citizenship, and personal responsibility • Empowers students as learners, teachers, achievers, and leaders Invites students to become members of their own community Teaches job skills and prepares students for careers after college • Encourages faculty to be innovative and creative: • Contributes to a college's outreach efforts to the local community, the state, and beyond • Increases campus-community collaboration and partnerships • Helps with community education • Contributes thousands of hours of service to people in need, non-profit agencies, private sector companies, non-governmental and governmental agencies un buldng a radon GIS database for the Phase 2 • Determining methodology for data collection • Identifying a timeline and task schedule • Determining a budget I work/data coll Tuolumne County Multi-Jurisdictional Hazard Mitigation Plan Map with follow-up Larimer County Office on Aging 2207 Phase 3 • Data reduction • Data analysis Project presentations with peer review component • Self analysis/reflection Redtud Buldrg Ponderea Bul Hll Be ns Report on Population Distribution of Elderly, and Related Facilites (2000 Census) 38.032174 a their teaching San Diege "Population Distribution Age 65+ Tamurack Hal Podan Diego Roserveir ane -Age 50-64 *Medical Facilities "Senior Centers 320 "Grocery Stores *Transportation "Loveland Backup Power Gonior Mansanta ing "Fort Collins Conclusions Hill Map Authors 2200 Integrating Service-learning and Project-based Learning teaching and learning strategies enable teachers to guide students through in-depth studies of real world topics and problems. Student motivation tends to be high due, in part, to the perception that they are making a concrete difference in their communities. Students also appreciate the active nature of the learning experience, seemingly preferring that over a more passive approach to learning. High quality work can be produced by students – work that is appreciated by members of the community they are servir through service-learning and project-based learning projects. Students are able to learn more about radon, hospital site selection, Severe Acute Respiratory Syndrome (SARS), and health hazard mitigation planning as they volunteer their time Brooke Pope Frank Cress -121.3E Proiect to fur he requirements for Aims Community Colege Sleve Adsit Anecdotal Data Spring Quarter 2003 Jason Channin - Instructor "Bringing the needs of the community into the classroom is an effective way for students to apply what they are learning in a tangible, hands on approach. As students, we are involved in educational exercises that seem abstract and at times remote from our Poudre Valley Health System (PVHS) Project experiences. When challenged to respond to a (sic) immediate need, the learning experience takes on a life of its own. There is no time to fall back to one's text or notes; you see the project unfold before you. All students are actively engaged in solving the problem presented to them. And most important, at the end of the class there is a product produced that meets the needs of a client, a key to building a successful business." Sudents at Aims Community College were involved in developing a notebook, broken down by markeing area, displaying a wide variety of data important to the succestul future of PVHS's new fadlity, in an easy to understand format. The notebook was presented to PVHS Senior Management, Board of Directors, and Marketing Department to enable them to make decisions of where to concentrate their advertising and marketing efforts in sting a 115-bed advanced care hospital near the jundtion of US Hwy 34 and l-25 in Loveland, Colorado. The map above was one used in analyzing the population distribution of elderly and related facifes using the 2000 Census data This map was a product of a GISIGPS class project during the Spring 2004 semester at Columbis College. An administrator at the colege approached the instructor, asking for a map of crical features on campus in response to a county level task force query for a hazard mitigation plan map. GISIGPS students responded by planning and designing the project fom start to finish The principles of project-based leaming were applied by teacher as students were guided through the project, which took anly one three hour dass meeting to complete (the request came on a Tuesday evening, class was held on Wednes- day night, and the map in pdf fomat was emailed by the end of that dass in time for the administration's Friday meeting). Feedback trom the Hazard Mitigation Plan task force committee members was positive (see comments below). The card and email were shared with students the folowing week and they were asked to write about the experience (phase 3). Anecdotal data indicates students were positively affected by the service-learning experience. Teaching geomedicine concepts is possible "After 14 years utilizing such environmental information maps as a land use planner and as a public information officer during emergency situations, it was quite an experience to learn how the maps are created and how they are produced. This project provided a hands- on experience with the production of an actual map that will help our safety personnel. It is great to see a practical application of that which we are learning." knowledge, skills, and experiences through serving their communities. "I am glad I had the experience to help the community and be leaming at the same time. It is nice to do some of the work, then know how to put it together, and then see the finished product and know that people are really going to use your work and that they really need it. That is a good feeling." "I am thankful for being involved in a class project that really made a difference for Columbia College and for the members of the Safety Committee. It not only was a learning tool, but also helped me learn to work as a team with other classmates. I think committees in the community should utilize the students here at Columbia College for future projects." References Th Thomas Ehrlich, "Foreword" (pp.xi-xii) in Barbara Jacoby and Associates, Service-Learning in Higher Education: Concepts and Practices. San Francisco, CA: Jossey-Bass. 1996. "Working with fellow students we put together a map of the Columbia College campus in class. Providing GIS data is important where time and money is an issue. My experience using modem technology to provide precise geographic data gave me a better understanding of how Geographic Information Systems work in the real world." Commission on National and Community Service (now the Corporation for National and Community Service). In Richard J. Kraft and James Krug, "Review of Research and Evaluation on Service Learning in Public and Higher Education," Chapter 24 of Richard J. Kraft and Marc Swadener, Building Community: Service Learning in the Academic Disciplines, Denver, CO: Colorado Campus Compact. 1994. Asreen "While attending Columbia College I've been privileged with many enriching experiences. Forming the map of the hazardous areas of the college was one of the best. It's a really great thing to [be] able to use a skill that I've learned to make a map that might actually save someone's life. I hope you will consider us for more opportunities like this in the future." Robin Crews, "What is Service-Leaming?" (pp.1) in University of Colorado at Boulder Service-Learning Handbook. First Edition, April 1995. Creek