Implementation of Collaborative Learning as a High-Impact Practice in a Natural Resources Management Section of Freshman Seminar

Abstract

Forestry and environmental science students enrolled in a one credit hour freshman seminar course participated in a land management evaluation and water quality sampling excursion using canoes and water sampling equipment. The purpose of this assessment was to engage students with hands-on, field based education in order to foster connections to their chosen profession and natural resources. This culminated in a poster symposium of the experience. Broad competency areas for high impact practices in natural resource management were emphasized for learning. Students were engaged in the exercise and some commented that the project helped them develop a sense of place and forming connections within their peer group. Based on numerous other studies and this qualitative assessment, the use of water quality sampling and collection of real-world data can enhance student's perception of the teaching a learning effectiveness in natural resources management course.

Integrating Faculty Led Service Learning Training to Quantify Height of Natural Resources from a Spatial Science Perspective

“…The intent of the MUGS program was for students to work one-on-one with a faculty member for training and problem solving of a project for original research. As anticipated from earlier hands-on mentoring and collection of data in a senior level spatial science course (Kulhavy, Unger, Hung, & Douglass, 2015;Henley, Unger, Kulhavy, & Hung, 2016), a junior and sophomore forestry course (Unger, Kulhavy, Hung, & Zhang, 2014), and a freshman environmental science experimental learning course (McBroom, Bullard, Kulhavy, & Unger, 2015), students responded well to the one-on-one mentoring. Exceeding at the capstone level of the MUGS rubric meant synthesis of the data and insight into meaningful patterns, transforming ideas and solutions into new forms, and interpreting the assumptions of the information; and communicating the ideas clearly and concisely.…”

“…The college is devoted to comprehensive education at undergraduate and graduate levels, basic and applied research programs, and service (Bullard et al, 2014). In order to effectively attain the mission statement, undergraduate remote sensing coursework within ATCOFA focuses on traditional classroom and laboratory instruction combined with a heavy emphasis on integrating hands-on instruction in a rigorous setting via one-on-one faculty collaboration, to produce a more accomplished and competent graduate (McBroom, Bullard, Kulhavy, & Unger, 2015). Students studying and learning spatial science at ATCOFA focus on hands-on instruction and real-world applications using the most current geospatial science technology (Unger, Kulhavy, Hung, & Zhang, 2014;Kulhavy, Unger, Hung, & Zhang, 2016).…”

Student Led Area Measurement Assessments Using Virtual Globes and Pictometry Web-based Interface within an Undergraduate Spatial Science Curriculum

“…Working together, students developed the methodology for spatial science research projects to prepare for their careers (Newman et al, 2007;Bullard et al, 2014;Unger et al, 2016a). The students also learned via one-on-one faculty interactions that while working collaboratively students can acquire and retain information better than working individually (McBroom et al, 2015;Viegut et al, 2018).…”

Spanish Agriculture and Water: Educational Implications of Water Culture and Consumption from the Farmers’ Perspective

“…Despite these examples, most of the studies on water management and consumption issues were conducted with the general population or with educational populations in mind [7][8][9][10]. In Thompson and Serna [11], a study was conducted revealing that 94.00% of the students who participated in an educational programme on water conservation had broadened their knowledge base and increased their commitment.…”