Teaching sustainability through service learning and groupwork
DOI:
https://doi.org/10.1921/gpwk.v22i2.743Keywords:
<i>environmental literacy</i>, <i>environmental sustainability</i>, <i>greening the curriculum</i>, <i>groupwork</i>, <i>hope-based learning</i>, <i>place-based learning</i>, <i>service learning</i>Abstract
In this article we describe three examples of service-learning projects carried out by faculty who have attended the Maine Watershed Project, a ‘greening the curriculum’ workshop that is designed to encourage faculty in all disciplines to address environmental sustainability issues in their teaching. Drawing on in-depth interviews conducted with these faculty members, we highlight how they understand and teach sustainability through service learning carried out in groups and we examine challenges tied to using this pedagogical approach. We also explore how faculty and student’ experiences with service learning and groupwork increased their sense of connection to local communities, fostered innovation in the classroom, and developed hope-based learning – that is, educational experiences designed to leave students feeling inspired, motivated, and hopeful.
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Published
2012-12-26
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Wachholz, S., & Merrill, S. B. (2012). Teaching sustainability through service learning and groupwork. Groupwork, 22(2), 71-87. https://doi.org/10.1921/gpwk.v22i2.743
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