Environmental Education and Service Learning in Australian Universities: Opportunities and Barriers to Implementation an

1. Environmental Education and Service Learning in Australian Universities: Opportunities and Barriers to Implementation and Expansion.

2. How could the principles of service learning and environmental education be implemented in the academic programs of environmental studies and science departments within Australian universities to enhance the role for sustainable development, address community needs and enhance the student learning experience?

3. Environmental Education • UN declared 2005-2014 as the Decade of Education for Sustainable Development • Australian Government responded with numerous action plans • “Creating a sustainable community requires that individuals and organizations have the knowledge, skills, values, capacity and motivation to respond to the complex sustainability issues they encounter.” (Living Sustainably report) • With its focus on knowledge, skills, values and behavior, education is a critical tool in achieving enduring change.

4. Service Learning • Form of experiential learning that allows students to apply what they have learnt in a ‘real world’ context. • Service learning is a form of experiential learning that situates the learner in a community setting whilst working with a community partner. • A means of “engaging students with communities, promoting democracy and active citizenship and enhancing student learning” (Langsworthy 2007)

5. Environmental Leadership Program • Service-learning program housed in the University of Oregon Environmental Studies Program. • Student teams matched with non-profits, government agencies and businesses to address local environmental needs. • Students engage in “applied problem solving” while assisting community groups. • Projects focused on Environmental Education and Conservation Science and Action.

6. Winter Term (Jan-March) • Taught the background to environmental education. • Environmental education curriculum development • Developed scientifically rigorous curricula. • Materials for the fieldtrip. • Trialing of the field trip.

7. Spring Term (April-June) • Supervision by a graduate student. • 12 hours per week required. • Curriculum revision. • Classroom visits. • Conducted eight field trips. • Evaluation, final report and presentation.

10. Why is this needed in Australian Universities? • Australian universities have a strong a focus on problem identification and analysis, but there seems to be not such a strong focus on students directly engaging with environmental issues within their own community. • Service learning can foster students in an understanding of their possible career paths.

11. Interviews • Katie Lynch (Environmental Leadership Coordinator, University of Oregon) • Steve Mital(Founder of the Environmental Leadership Program, University of Oregon) • Michael Mahony(Professor, School of Earth and Environmental Sciences, University of Newcastle) • Joseph Bidwell (Professor, School of Earth and Environmental Sciences, University of Newcastle) • Richard Horsfield(Visiting Fellow, Department of Environment and Geography, Macquarie University) • Steve Turton(ACEDD President; Academic Leader, Environmental Science and Natural Resource Management, James Cook University) • Lorrae Van Kerkhoff(Lecturer, Fenner School of Environment and Society, Australian National University) • Rob Dyball(Lecturer, Fenner School of Environment and Society, Australian National University)

12. Steve Mital – ELP Founder • Steve saw an opportunity after he finished his Masters • Given a ‘scholarship’ to raise fund and launch the program the next term • Then received $25,000 for two years (had to raise about $15,000) • Beneficiaries began being the clients • 1/3 each from grants, university and clients • Was seen by clients as a low cost option

13. Katie Lynch – Current ELP Coordinator • Worked in the non-profit sector, completed dissertation on EE • 2 ELP coordinators – one funded by the university, the other self funded • Projects are developed a year in advance • Position does not have tenure – could not do it on tenure because no time for research • Money must continue to be fundraised

14. Australian University Case Studies • Australian National University • James Cook University • Macquarie University • University of Newcastle

15. Current Courses

16. University of Newcastle • Some courses link with the Tom Farrell Institute for the Environment • Placement courses in third year • James Cook University • ‘Sustainability in Practice’ (third year course) as part of the Sustainability Major • Macquarie University • PACE (Participation and Community Engagement) • Australian National University • ‘Human Futures’ used to have aspects of community engagement • Currently integrating aspects into ‘Solving Complex Environmental Problems’

17. Do you know of any courses (or aspects of courses) around Australia with similar themes and concepts?

18. Benefits and drawbacks to future expansion

19. What can you see as the benefits and opportunities in a course such as the one proposed?

20. Opportunities • Training students about pedagogy and communication skills • Chance for students to communicate environmental messages to the community • Environmental officers in council/industry need those skills • Gets students to put their projects into action • This is an opportunity to attract middle to high end students from high school • Enhances students critical understanding of the problems • Gets students thinking about their contribution • Students presenting to partners means they have a responsibility to produce good work

21. What can you see as the drawbacks and barriers to a course such as the one proposed?

22. Barriers • Fitting it into the environmental science curriculum • Limited resources • Time and energy intensive for the academics • However funding was not mentioned as an issue • Limited job market for these skills • Attracting students and marketing the course • OH&S Issues • Issues with group work (‘free loaders’) • Risk (partners exploiting students or students disappointing partners) • No established culture of community outreach and service learning • Untrained students “teaching” others • Ensuring partners are in line with the learning objectives

23. How could these barriers be overcome?

24. Could you see a course such as this fitting into the curriculum of the Fenner School? • How do you think a course such as this would/could get started up?