Environmental Education and
Service Learning in the Tropics:
Making Global Connections
By Sarah Haines
Research has suggested that a
service-learning component can add
a powerful dimension to learning
course content in a variety of science
disciplines, in addition to assisting
students in seeing connections
between their studies and the world
outside the classroom. This article
describes a tropical ecology course
designed for science preservice
teachers that was taught in Costa
Rica and contained several servicelearning requirements.
16
Journal of College Science Teaching
T
he idea of incorporating
service-learning components
into college-level coursework is not new, but it has
been gaining popularity in recent
years. For the purposes of this article,
I define service learning as “a teaching and learning strategy that integrates meaningful community service
with instruction and reflection to enrich the learning experience, teach
civic responsibility, and strengthen
communities” (Kaye 2004). Some of
the popularity of the service-learning
model can be attributable to research
findings that show it to be a very effective and valuable teaching tool
in both K–12 and postsecondary
educational arenas (Kravetz 2006;
Boyle-Baise et al. 2006; Handa et al.
2008). Service learning as a part of
instruction in college-level science
courses is also growing in popularity,
spearheaded largely by the National
Center for Science & Civic Engagement’s SENCER (Science Education
for New Civic Engagements and Responsibilities) initiative. Funded by
the National Science Foundation and
launched in 2001, the program aims
Environmental Education and Service Learning in the Tropics
an audience likely to include school-age
children. The course aims to provide
students with the knowledge and skills
they need to plan and implement environmental education activities that are
of a high caliber and that will contribute to K–12 students’ environmental
literacy and knowledge of global environmental concerns. Service-learning
opportunities are utilized during the
course to emphasize global environmental issues and to encourage students
to implement service-learning strategies
with their own students once they begin
teaching in their own classrooms.
BIOL 382/582: Environmental
Education and Service
Learning in the Tropics
This course is offered as part of the
Study Abroad Programs office at Towson University, a comprehensive university located outside of Baltimore,
Maryland. It is taught in various locations in Costa Rica during the summer
semester. This three-credit course is
open for either graduate or undergraduate credit. Designed for those
interested in teaching in either formal
or nonformal settings, the course generally attracts the following majors:
elementary education, secondary education/biology, environmental science,
and environmental studies. The course
was first taught in the summer 2008
term. At that time, 10 students enrolled, all of whom were undergraduates. Of those, 4 were environmental
science or environmental studies majors, 1 was a special education major,
3 were biology majors, and 2 were elementary education majors.
Course curriculum emphasizes the
application of forest ecology concepts
to K–12 environmental education and
human use and management of natural resources in the tropics. We used
Project Learning Tree curricula as
our textbooks; in particular the Forest
Ecology secondary module, designed
for grades 9–12 (American Forest
Foundation 2006), and the PreK–8
Environmental Education Activity
Guide (American Forest Foundation
2007). As we covered course concepts,
we examined the corresponding activities in these guides and discussed how
these concepts would likely be taught
in a K–12 classroom. See Figure 1 for
course goals and objectives (a complete
list is available in the online version of
this article).
Sarah Haines
to “strengthen students’ understanding of science and their capacity for
responsible work and citizenship”
(www.sencer.net). An evaluation of
the SENCER project revealed that
students enrolling in SENCER courses with a service-learning component
were more likely to participate in civic activities than were those students
who enrolled in similar courses without such a component. Further, students reported that having instructors
frame course content around civic issues and service-learning opportunities was more engaging than a more
traditional approach to delivering the
content, and they perceived it as helpful to their learning.
As a biology professor whose primary teaching assignments include courses
intended for students enrolled in elementary and secondary teacher preparation
programs or those interested in pursuing
careers in environmental education, I
became very interested in incorporating the service-learning model into my
courses for both majors and nonmajors.
Although all students can surely benefit
from the service-learning approach, it
seemed especially appropriate for the
nonmajors I was reaching, as well as
for the preservice teachers enrolled in
my courses (Haines 2003). I viewed
the service-learning model as a way to
engage nonmajors in the science content
they were learning as well as community
issues associated with the content. In the
same way, I saw service learning as an
opportunity for preservice biology, life
science, or environmental education
teachers to become more engaged with
the community they would one day end
up serving. As pointed out by Handa et
al. (2008), during their undergraduate
tenure, preservice teachers are often
disconnected from the very communities
in which they will ultimately be teaching.
Service-learning activities could potentially alleviate this problem.
Here, I present a course developed
for science majors who are interested in
teaching in K–12 settings or in nonformal educational centers such as zoos,
aquaria, or nature centers that cater to
Poorman’s umbrella (Gunnera insignis), a typical plant species of wet subtropical
areas and mountainous tropical zones.
January/February 2010
17
Workshops related to
science content
As indicated in Figure 1, students participated in workshops co-led by a local
Costa Rican guide and me. These workshops were meant to develop the content
knowledge necessary for students to fully understand the connections between
our field studies, the service-learning
opportunities we would be engaging in,
and the ecological concepts presented
throughout the course. The first workshop, Introduction to the Rain forest,
took place immediately upon our arrival
to Selva Verde Reserve. Topics covered
in this session included the definition of
a rain forest; where they are found; characteristics of soil, precipitation, and tem-
perature; and seasonality. Next, students
were introduced to general adaptations
of the plants and animals inhabiting the
rain forest. This led to a discussion of the
interactions between animals and plants
living in this biome. Nutrient cycling was
discussed as well. Finally, students were
acquainted with some of the threats facing rain forests today and what some possible solutions to those threats might be.
The topic of the second workshop
was rain forest fragmentation. Here,
the topics of the first session were
expanded upon as students examined
issues related to habitat fragmentation.
Students also learned how loss of unbroken expanses of habitat affects rain
forest species.
The topic of the third workshop was
environmental education and conservation. This session began with a discussion
of global economy and how that economy
threatens habitat in Costa Rica. Main
threats discussed were wood production,
cattle ranching, population pressure,
forest fragmentation, pollution, and lack
of education. Next students examined
responsible practices and discussed
how these practices can impact the environment. Practices discussed included
organic farming, biological control,
and recycling and reusing. The session
emphasized that forests are not separate
isolated units, and that conservation efforts must be comprehensive in nature in
order to be effective.
FIGURE 1
BIOL 382 course goals and objectives.
Goals:
Students will develop an awareness and appreciation for aspects of Costa Rican culture that are different from their own.
Objectives:
1.1 Students will complete a Rain Forest Structure and Forest Fragmentation workshop with participation from the local
community. (Assessment: Exam, Unit Plan)
1.2 Students will work with local community members on a reforestation project at a local site. (Assessment: Participation and
Daily Reflection)
1.3 Students will attend a charla hosted by a local community member describing life in rural Costa Rica. (Assessment:
Participation and Daily Reflection)
1.4 Students will complete an Environmental Education and Conservation Workshop with local community members. Students
will be able to describe local cultural trends with regard to land usage, family structure, and economic activities. (Assessment:
Exam, Unit Plan)
1.5 Students will assist a local ecology club in completing a service project. (Assessment: Participation and Daily Reflection)
1.6 Students will participate in salsa dancing lessons organized by the Sarapiqui Conservation Learning Center with local
community instructors.
1.7 Students will undertake a whitewater rafting excursion on the Sarapiqui River.
­– Students will make a difference in the local host community by assisting in the completion of two environmental action projects.
2.1 Students will work with local community members on a reforestation project at a local site.
2.2 Students will assist a local ecology club in completing a service project.
(Assessment: Participation and Daily Reflection)
– Students will be able to identify several animal species that can be found in the La Selva and Atlantic coastal regions of Costa
Rica.
3.1 Students will take a guided in-depth tour of InBio Parque, the Institute of Biodiversity. (Assessment: Participation, Exam, Unit Plan)
3.2 Students will participate in morning bird walks at Selva Verde Lodge. (Assessment: Participation)
3.3 Students will complete a hike into Selva Verde Reserve, guided by a local wildlife expert. (Assessment: Participation)
3.4 As part of the Introduction to the Rain Forest workshop, students will be able to identify many of the common animal species
found there. (Assessment: Exam, Unit Plan)
3.5 As part of the Rain Forest Structure and Fragmentation workshop, students will be able to describe the habits of many of the
animal species inhabiting these forests. (Assessment: Exam, Unit Plan)
3.6 Students will be led on a nocturnal hike of the Selva Verde grounds. (Assessment: Participation)
3.7 Students will conduct qualitative observations of the animal species found at Selva Verde. (Assessment: Participation and Exam)
3.8 Students will be led on an in-depth tour of the Avarios Del Caribe Sloth Rehabilitation Center. (Assessment: Participation and
Exam)
3.9 Students will list and photo catalog the aquatic organisms found along the tidal pools, wave erosion areas, rocky reefs, and
shorelines of Manzanillo. (Assessment: Participation and Exam)
18
Journal of College Science Teaching
Environmental Education and Service Learning in the Tropics
Field studies and
observations
• Half-day trip to InBio Parque (Institute of Biodiversity). Provided
students with knowledge pertaining
to national park structure in Costa
Rica, biodiversity of regional plants
and animals, and local species flora
and fauna.
• Six days and six nights spent at
Selva Verde Reserve. Helpful in
teaching rain forest structure and
adaptations, deforestation and its
consequences, reforestation practices and species used, and habits
of creatures of the day and night
inhabiting these forests.
• Full-day trip to Arenal Volcano.
Helpful in introducing the concept
of ecological succession.
• Several hours spent on a tour of
the Avarios Del Caribe Sloth Rehabilitation Center. Here students
examined how rain forest resource
use and misuse has affected this
particular species.
• Two days at Manzanillo Reserve.
Here students compared the abiotic
and biotic factors present along the
coastline to those found in the upland areas. Students undertook a
short study of marine biodiversity
in tropical regions.
Service-learning
components
In my opinion, students enrolled in the
course learned as much about global
environmental issues and human impact on the environment by participating in the service-learning aspect of the
course as they did by participating in
the biological studies they undertook.
Our service-learning projects were all
coordinated by the Sarapiqui Conservation and Learning Center (SCLC), a
fully independent U.S. and Costa Rica
registered nonprofit organization. The
SCLC’s mission is to link communi-
Sarah Haines
Students had the opportunity to visit
several areas of ecological importance
in Costa Rica over the duration of the
course. These included the following:
Students planting a vegetable garden at a local elementary school.
ties and conservation through education and ecotourism in the Sarapiquí
region of Costa Rica’s northern lowlands. The SCLC focuses its efforts in
four areas—environmental education,
community development, conservation, and tourism—in order to help
form future environmental leaders,
raise the organizational capacity of local communities, promote sustainable
land use, and connect tourists to the
local community. Programs serve hundreds of local people and thousands of
ecotourists each year (www.learningcentercostarica.org).
The concepts that our first servicelearning project would help to reinforce
were sustainable farming practices,
stream buffers and erosion, and the
benefits of ecotourism. We spent a considerable amount of time examining the
farming practices of the local people,
studying their methods of planting as
well as the types of crops planted in
an area. Students examined the water
quality of the local streams bordering
the farmland, as well as that of the Sarapiqui River, the largest body of water
in the district. A connection was made
between land usage and water quality.
We next had an employee of the SCLC
deliver a short lecture on the practice of
ecotourism, explaining to the students
how ecotourism works, and what the
benefits are to both the tourists and
the local people. Disadvantages were
discussed as well.
Next, students traveled to a local
farm where they spent an entire day.
Students assisted the farmer in planting trees on his property. The trees are
serving as a buffer for the surrounding
Sarapiqui River. By taking part in the
project, students were able to see firsthand how various farming practices
can either harm or benefit the surrounding landscape. A discussion of our
participation in the ecotourism model
followed our return. Students were able
to make connections between the local
economy, tourism opportunities, and
sustainable practices that would contribute to a cleaner water supply for the
community. The following is an excerpt
from a student’s daily reflection:
Over the past few days we learned
that the famous exports from Costa
Rica, such as bananas, coffee, and
pineapple, have been much of the
reason behind the deforestation. I
could relate much of these practices to the U.S. I was saddened to
learn about how much of the rain
forest was destroyed for something
as simple as a banana. I loved that
January/February 2010
19
we were able to fight back with a
reforestation project. I plan on doing
projects such as this one when teaching environmental science.
Following the first service-learning
project, we spent time developing the
ideas of composting, tying the concept
in with the decomposition rates on the
rain forest floor. Students compared the
fertility of the soil found in the local
area with other areas of the world and
explored reasons for the differences.
Students were asked to determine what
the fertility of the soil (or lack thereof)
would mean for the average farmer. We
also discussed nutrient cycling and the
connection between nutrient cycling
and composting. Finally, we began a
comparison study of the educational
systems of the United States and Costa
Rica. Our next service project involved
spending a day at a local school. There,
students constructed a compost bin and
a vegetable garden. The vegetables that
were grown in the garden would be used
to feed the school children lunch. For
many of the local children, this meal is
the only one they have each day. Waste
generated from serving lunch would
be composted in the new compost bin,
and eventually the compost would be
used on the vegetable garden. Thus,
the students were able to visualize this
cycling of material from garden to table
to compost, and back to garden again.
It was an oppressively hot day, and
the tools we had to complete our task
were few. Most of the students had little
experience performing such demand-
ing manual labor under such difficult
conditions. However, many students
expressed to me a great sense of accomplishment and pride after finishing this
project. They also enjoyed interacting
with the young Costa Rican students
and learned much about the local culture. Below is a representative quote
from a student’s daily reflection:
What an eye-opening experience
that was! It made me think about
how much I take things for granted,
along with other U.S. citizens. I
couldn’t have been happier to help
make a garden that would feed the
kids there.
Our final service project was planned
for a local senior center and was meant
FIGURE 2
Daily reflection rubric—graduates and undergraduates.
Assignment is on time. (Grade will be lowered for late assignments.)
Yes _________No __________
Adheres to format: All written assignments are to describe how your experiences for the day in question have affected you and
how they can inform your teaching. Please include your name and a title, and staple the pages together.
Yes _________No __________
A range
A +Exceptionally high quality narrative with clear articulation of one or more experiences that affected the
writer. Concise summary of applicability to teaching, clearly articulated attempt to link experiences or
activities to the classroom. Demonstrates high-quality thinking that links daily experiences to overall
environmental themes and driving questions.
A –High professional quality writing that demonstrates the conventions of standard English, and not limited to clarity of expression, grammar, sentence structure, and spelling.
B range
B +
Quality work with one or more experiences described. Fairly clear summary that contains some links
to classroom practice. Demonstrates an attempt at linking daily experiences to overall environmental
themes.
B –
Professional-quality writing that demonstrates the conventions of standard English, and not limited to
clarity of expression, grammar, sentence structure, and spelling.
C range
C +Average work that may or may not articulate an overall theme(s), or may just provide summaries of daily
events. Attempt to link daily experiences to overall environmental theme(s) and classroom practice is
weak or nonexistent. Work appears to be done quickly with little articulated thought.
C –
Low-quality writing that demonstrates the conventions of the English language. Yet, errors in grammar,
spelling, and/or sentence structure are evident.
Other
20
Journal of College Science Teaching
Environmental Education and Service Learning in the Tropics
to be similar to the two service projects
described previously. The senior center
had planned for us to create a small
garden for them and to paint some of
their outbuildings. However, tropical
climate being what it is, the rain kept us
from completing the project on the day
it was scheduled, and our itinerary was
not flexible enough to reschedule. I am
hopeful that my next group of students
will be able to complete this project.
Course goals are listed in Figure 1.
Objectives listed under each goal
served as the means by which the
goal was planned to be attained. Assessment of the degree to which
course goals were met was measured
through four aspects: participation,
daily reflections, a comprehensive
exam, and a unit plan covering forest ecology/tropical ecology content.
Daily reflections consisted of written
narratives with a clear articulation of
one or more experiences that occurred
on a given day that affected the writer.
Students were expected to include a
concise summary of applicability to
science teaching, as well as a clearly
articulated attempt to link experiences
or activities to the classroom. In these
narratives, students were expected
to demonstrate high-quality thinking that linked daily experiences to
overall global environmental themes
(see rubric in Figure 2). Students performed very well on this assessment.
Daily scores ranged from 7 to 10
points on a 10-point scale.
Using the knowledge gained in the
course, students were also required to
design an exemplary unit that would
engage students in a grade level of
their choosing. The activities in the
unit explored important ecological
concepts related to forest ecology,
sustainability, and/or global forest
resource use. A service-learning component was required to be included
in the plan. Students were given two
weeks upon return to the United States
to complete this assignment. The average score on this assignment was
Sarah Haines
Course assessment
Students planting buffer at a local farm.
83%. See Figure 3 for a description
of this assignment.
The comprehensive exam was administered just prior to departure from
Costa Rica and was written in standard
essay format. Topics covered included
ecological succession, layers of the rain
forest, symbiosis, agricultural practices, factors affecting plant growth,
plant adaptations, and the relationship
between geography and climate. The
average score was 75%. Sample questions included the following:
1.Discuss the distinct life zones of the
tropical rain forest as characterized
by the particular varieties of plant
and animal life.
2.A farmer wants to clear a section
of rain forest to plant corn. Explain
whether or not this would be a sustainable enterprise, and why.
3.This course has provided many opportunities for experiencing and
learning about different examples
of sustainable development and ecotourism. What do we mean when we
use these terms? How does it benefit
the Costa Rican government? The
Costa Rican people? The environment? Give an example that you experienced.
Student responses to the
course
Students reacted well to the course
content and rigor. Many of them had
very limited travel experience abroad,
and most expressed a desire to return to Costa Rica to become more
fluent in the Spanish language or to
travel to other locations to carry out
service-learning projects. After returning home, some students expressed a
desire to continue to assist the school
we had visited by sending supplies or
equipment. Many seemed to realize the
magnitude of the ecological footprints
we leave on our environment and how
differing practices and social norms
between countries such as the United
States and Costa Rica can affect our
resource use (and misuse). Following
are a few sample answers to questions
appearing on the course evaluation
form along with student excerpts from
daily reflections:
Evaluation form question: What aspects
of the course did you particularly enjoy?
Interaction with the Costa Rican
people. I have never met a culture
so dedicated to protecting and preserving their environment.
January/February 2010
21
FIGURE 3
Forest ecology/environmental education unit plan guidelines—graduates and undergraduates.
Using the knowledge you have gained in this course, you are to design an exemplary unit that will teach students in a grade level of your choosing important ecological concepts related to forest ecology, sustainability, and/or global forest resource use.
• Your unit plan will be due two weeks after our return to the United States.
• Please number each page in your unit.
• Include a cover sheet with the title of your unit, your name, and course title.
UNIT PLAN FORMAT
Part I. Rationale (1- to 2-page narrative)
• What scientific content and processes do you want your children to learn?
• What kinds of activities will you use to teach the scientific content and processes?
• How will you integrate other subject areas into your lessons?
• How do you plan to meet the needs of students with different talents and abilities?
• Why is it important for your students to know this information or to know how to use this skill?
Part II. Daily Lesson Plans
• Include at least five individual lesson plans based on the content discussed in Part I.
• Follow the lesson plan format discussed earlier.
• Include any teacher-created activity sheets you will use to guide students during lessons.
Part III. Assessment (1 page)
• How will you assess the material taught in the entire unit?
• What will the students have to do with the new information?
• How will you determine if the students learned the information you taught?
• What forms of informal assessment will you use?
• What kinds of checklists or rubrics will you use to assess learning?
SCIENCE LESSON PLAN FORMAT
Date
Grade Level/Subject
I. Science Topic Addressed
What science topic are you teaching in this lesson?
II. Rationale/Applications to Real Life
This is where you state your rationale for teaching the lesson. Why should the students learn what you are teaching? How does this information affect them in their everyday lives?
III. Scientific Content/Processes Addressed
What science content or science-process skills will the students use to learn what you are teaching?
IV. Objectives
What do you expect the students to do or get from the lesson?
V. National Science Education Standards Addressed
Write out the entire standard and explain how your topic coordinates with this standard. For example:
Life Science: Content Standard C
As a result of activities in grades K–4, all students should develop understanding of
• The characteristics of organisms
• Life cycles of organisms
• Organisms and environments
VI. Procedure
A. Description of discrepant event/introductory activity
How will you focus the students’ attention before starting thelesson?
B.Instructional materials needed
What kinds of things do you need, and how much?
C. Safety
Are there any safety issues to address?
D. Detailed description of activities
Describe what the students will do, step by step.
E. Typical questions you will ask students
When will you ask them?
F.Assessment/Evaluation
How will you tell if the students learned what you taught?
VII. Expected Conclusion
What should the students observe or find out from this lesson? What are some possible outcomes if your activity is an openended one with many correct answers? This is where you convince me you know the science you are teaching.
22
Journal of College Science Teaching
Environmental Education and Service Learning in the Tropics
Helping the community through
our service-learning projects and
connecting those projects to forest
ecology issues. I learned how rewarding community service is.
Evaluation form question: What activities had the greatest impact on you?
Going to the school. I loved being
able to help the school feed the
neighborhood children.
Working at the school. It really
made me think about global responsibility.
Seeing how the children at the
school are educated and fed really
made me want to help them more.
I was so happy to go to the school
and share in the culture with the
young students. I am determined to
learn more Spanish now.
Evaluation form question: How will
you apply this experience to the classroom or to your future career?
I plan to expand students’ understanding of the many different ecosystems of the world and how each
one is somehow connected. Understanding the planet as a whole is so
important to all of us.
I intend to make more connections
between our lives in the U.S. and
how we affect other areas of the
world. This is going to be much
easier to do and I will be able to
make real comparisons now that I
have been to Costa Rica.
The following was written by a student
four months after returning from the trip:
I am still slightly obsessed with our
whole abroad experience . . . Not only
did I learn all about the environment
in ways that I never thought of before
but I was pushed outside my comfort
zone . . . I use the skills and experience
from that trip in a lot of aspects of my
life still! Just the other day in a class
we were talking about issues that we
dealt with in Costa Rica and I got to
speak and give firsthand knowledge
of what I did! I would recommend
this abroad experience to anyone!
We did so many things in such a short
span of time it was so exciting!
Conclusion
Incorporating a service-learning component into postsecondary science courses
can be a highly effective method to increase student awareness of many issues that are of both global and local
importance, whether teaching a course
for science majors or nonmajors. In
keeping with the results suggested here,
Tan and Phillips (2005) reported that
computer science students participating
in service-learning projects felt a greater
sense of professional responsibility upon
completion of the project. As college
and university science instructors, we
need to provide students with opportunities to interact with people and agencies
outside of the classroom so that they can
gain a more global perspective to their
studies and see how the content they are
learning is related to the world outside
the classroom. As more instructors utilize the service-learning approach, we
will be better able to produce the type
of scientifically literate citizens that the
world will require in the years to come.
References
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American Forest Foundation. 2007.
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Haines, S.A. 2003. Incorporating
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Sarah Haines ([email protected]) is
an associate professor in the Department
of Biological Sciences at Towson University in Towson, Maryland.
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