Ecological service‐learning positively impacts classroom climate and empowers undergraduates for environmental action

Abstract

Abstract Service‐learning (SL) is a type of participatory action‐oriented, experiential learning that connects course content with a need in the community. This type of learning is particularly well suited to environmentally themed courses as student action can have a positive impact on the environment while developing students' conservation ethics and “soft skills” required for many conservation jobs. SL was incorporated into one of two sections of an existing, junior‐level elective course in plant biology. As a service activity, undergraduates participated in the removal of an invasive species (Lespedeza cuneata) along a local greenway. We asked whether students who participated in a modest amount of SL demonstrated greater knowledge of plant biology, stronger connections to their class community, and increased self‐efficacy for environmental action than students who do not participate in SL. Data on student content knowledge, perceptions of classroom climate, and views of one's ability to positively impact the environment were collected through surveys given at the beginning and end of the semester. Instructor‐generated content questions and two published, validated surveys—the Connected Classroom Climate Inventory and Self‐Efficacy for Environmental Action scale—were used. We found that SL students showed a slightly increased sense of community with their peers, which has been found to have positive effects on learning, but not an increased perception of their own ability to be an agent of social change. In addition, SL provided an ecological benefit, assisted the local community, and created a positive example of university students giving back to the city.

Keywords

• community‐engaged learning
• Connected Classroom Climate Inventory
• environmental action
• invasive species
• Lespedeza cuneata
• participatory action‐oriented learning