Past Service-Learning Courses
Students in Kelley Donaghy’s spring General Chemistry (FCH 152) course were expected to participate in service projects that reflected the course’s objectives. That means they needed to participate in events and service activities that were grounded in chemistry. Examples of such activities include hands-on-chemistry shows, stream chemistry, mentoring middle school children and judging science fairs. Students reflected upon their experiences through in-class presentations.
Environmental Forest Biology
The service-learning component in Don Stewart’s spring Ichthyology (EFB 486) course was structured around a fish survey of Beaver Meadow Brook area, near Camillus, N.Y. The landowner considered donating this property to the Nine Mile Creek Conservation Council to hold in a "protected" status. Students in the lab sections of this Ichthyology class surveyed fishes in the ponds, streams and wetlands of this site to determine the fish community composition. Assessment for the presence of rare fish species was undertaken and the results were made available to the landowner and to the Conservation Council for its consideration.
Forest and Natural Resource Management
Students in Diane Kuehn’s Tourism Planning course (FOR 476/676) completed a tourism plan for the proposed Onondaga Park Arboretum and Botanical Garden in Syracuse, N.Y. The students worked with staff in the City of Syracuse Department of Parks, Recreation and Youth Programs, as well as professors at SUNY-ESF, to complete the plan.
Students in Scott Shannon, Mike Gridley and Tim Toland’s Design Studio III (LSA 422) course worked with Country Harvest Ministries, a non-profit organization that submitted a request through the Center for Community Design Research at ESF for assistance in developing design studies for the development of a camp for a 130-acre site in Lebanon, Madison County. The students met with the property owners, their advisory committee and several other community members to ask questions to better understand the program needs and gather other information necessary for the development of the camp. Each student prepared a preliminary inventory, analysis, goals and objectives that were reviewed by committee representatives at an interim presentation and a final design plan illustrated with sketches for the final project presentation.