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Activating Student Learning in an Environmental Politics Course: How the Environmental Service Project (ESP) Can Resolve Pedagogical Tensions in Interdisciplinary Political Science Courses

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How can student learning be efficiently amplified in cross-discipline and topically broad classes? Political scientists increasingly teach in inter, cross or extra-disciplinary courses, placing added pedagogical challenges and opportunities in front of the political science instructor. In environmental politics courses, students ranging from field or laboratory oriented natural scientists through to outdoor recreation; social science and humanities trained students can join the political science student cohort, making for a dynamic student group. And the student mores that tend towards application and activism strongly suggests that a traditional "chalk and talk" lecture-laden and writing course would be a lost opportunity for both student and instructor. How can a political science instructor acheive balance between presentation of content and the implementation of enhanced student participation (or praxis) activities in cross-disciplinary classes?

Combining project-based learning and portfolio development, the Environmental Service Project (ESP) in the ENV 345 Environmental Politics course at Maryville College has helped to bridge the pedagogy-application issues seen in cross-discipline political science courses. Completed student ESPs must document and analyze multiple ecological, natural resource policy and socio-cultural issues encountered during the design and implementation of real-time, "real-world" eco-friendly campus projects. Exemplary student ESP projects include native plants installation in and around campus buildings; college building and grounds sustainable design, construction and maintenance analyses. This presentation would review the design and implementation of the ESP in an Environmental Politics class, provide examples of student projects, review assessments of the ESP and provide guided questions for discussion about the implications of such an activity in the extra-disciplinary courses political scientists encounter in their career.

Most Common Document Word Stems:

environment (23), experienti (19), polit (19), student (19), teach (17), green (16), colleg (16), sustain (11), learn (11), maryvill (10), crawford (10), hous (10), interdisciplinari (10), project (9), campus (9), one (9), plan (9), leed (8), esp (8), challeng (7), divers (7),

Author's Keywords:

"environmental politics" "project-based learning" "campus greening" "cross-discpline"
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O'Gorman, Mark. "Activating Student Learning in an Environmental Politics Course: How the Environmental Service Project (ESP) Can Resolve Pedagogical Tensions in Interdisciplinary Political Science Courses" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p11517_index.html>

APA Citation:

O'Gorman, M. "Activating Student Learning in an Environmental Politics Course: How the Environmental Service Project (ESP) Can Resolve Pedagogical Tensions in Interdisciplinary Political Science Courses" Paper presented at the annual meeting of the APSA Teaching and Learning Conference Online <APPLICATION/PDF>. 2009-05-26 from http://www.allacademic.com/meta/p11517_index.html

Publication Type: Abstract
Abstract: How can student learning be efficiently amplified in cross-discipline and topically broad classes? Political scientists increasingly teach in inter, cross or extra-disciplinary courses, placing added pedagogical challenges and opportunities in front of the political science instructor. In environmental politics courses, students ranging from field or laboratory oriented natural scientists through to outdoor recreation; social science and humanities trained students can join the political science student cohort, making for a dynamic student group. And the student mores that tend towards application and activism strongly suggests that a traditional "chalk and talk" lecture-laden and writing course would be a lost opportunity for both student and instructor. How can a political science instructor acheive balance between presentation of content and the implementation of enhanced student participation (or praxis) activities in cross-disciplinary classes?

Combining project-based learning and portfolio development, the Environmental Service Project (ESP) in the ENV 345 Environmental Politics course at Maryville College has helped to bridge the pedagogy-application issues seen in cross-discipline political science courses. Completed student ESPs must document and analyze multiple ecological, natural resource policy and socio-cultural issues encountered during the design and implementation of real-time, "real-world" eco-friendly campus projects. Exemplary student ESP projects include native plants installation in and around campus buildings; college building and grounds sustainable design, construction and maintenance analyses. This presentation would review the design and implementation of the ESP in an Environmental Politics class, provide examples of student projects, review assessments of the ESP and provide guided questions for discussion about the implications of such an activity in the extra-disciplinary courses political scientists encounter in their career.

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Activating Student Learning in an Environmental Politics Course How the Environmental Service Project (ESP) Can Resolve Pedagogical Tensions in Interdisciplinary Political Science Courses Presented by Mark J. O’Gorman Ph.D Associate Professor of Political Science and Environmental Studies Maryville College Maryville TN ___________________________________________ At the Second Teaching and Learning Conference (TLC) of the American Political Science Association (APSA) 19-21 February 2005 Bethesda MD Track 3: Experiential Learning Discussion Topics: Interdisciplinary Teaching Experiential Teaching and the Political Science Professor How Experiential
Waste Recycling Why Support Greening Crawford House? Improves overall quality of life Enhances Maryville College’s reputation as a leader by example. Produces environmental and economic sustainability that preserves the Crawford House for years to come. How Greening Fits With MC Offers students learning opportunities Integrates classroom learning field experience and practical work Contributes to the common good Shared Governance-Reflects the values of the community Presenting to Stakeholders: The Politics Of Greening How The ESP Fits with MC Greening –


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