Back and forth to the campus: Tackling invasions through service-learning activities in higher education

Abstract

Purpose Invasive species are under the spotlight because of their detrimental effects on biodiversity. However, management of invasions presents multiple dimensions frequently difficult to disentangle. This complex topic has been tackled through a service-learning project on an invasive insect (Vespa velutina), a bee-eating species invading Europe. Specifically, this paper aims to assess the educational needs and motivations detected in a local population for the control of V. velutina, and evaluate the educational achievements of students participating in the project. Design/methodology/approach The paper illustrates how students prepared the service activity, which consisted in a quiz and interviews to public in a honey festival located in an area that has invested heavily in the control of the hornet. They informed visitors on its biology and impacts, and collected information on visitors’ knowledge and attitudes towards the hornet. This information was taken back to the class and discussed in an open debate. Findings The service activity uncovered important knowledge gaps of the local population and revealed the attachment to controversial control methods. Students acknowledged that the project met a real community need and valued the contact with the public, and the presentation of the project in the Faculty favored a debate on invasions management and biodiversity protection under the framework of campus sustainability. Originality/value While students are familiar with actions on campus sustainability, they are seldom confronted with the evaluation of management decisions on complex topics involving multiple dimensions. This service-learning project showed a good potential for fostering in-depth debates and promoting student engagement in campus sustainable initiatives.

A review of volunteers’ motivations to monitor and control invasive alien species

“…) which led people to take part in subsequent activities. The remaining three were fear of the species itself (Servia et al 2020), "desire to preserve environmental aesthetics" (Jubase et al 2021, p. 4), and cost, with participation in the project being "cheaper than a normal biology course or dive" (Cerrano et al 2017, p. 316).…”

A framework for improving understanding of volunteers' motivations to monitor and control invasive alien species

“…) which led people to take part in subsequent activities. The remaining three were fear of the species itself (Servia et al 2020),…”