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Top2. Integrating Service-Learning And Geospatial Technologies
Service-learning is a form of experiential learning, where students apply concepts and skills learned in the classroom to address needs in the community. Volunteerism and service-learning both provide a service to the community, but only the latter is tied to course curriculum and assessment. It is anticipated that service-learning projects will build campus and community collaborations (Gilbert & Krygier, 2007) and prepare students for future civic involvement (Speck, 2001). Service-learning projects vary in geographic scale and cover a diversity of topics some of which include local history, social services, urban planning, public safety, and environmental assessment. The discipline of geography is a natural fit for service-learning endeavors because of its breadth and the vast opportunities for students to apply geospatial technologies on community projects (Bednarz et al., 2008; Buckingham-Hatfield, 1995; Schlossberg & Wyss, 2007).
Much research and debate has been devoted to the effectiveness of teaching methods involving lecture, audio-visual, discussion, demonstration, and experiential learning. Although lectures are an effective method for transmitting knowledge they are often seen as ineffective for stimulating interest in the subject matter (Bligh, 1998). Service-learning projects may enhance geographic education by stimulating student interest and bridging application and theory in a course. Furthermore, active learning through fieldwork may provide students with their most memorable classroom experiences (Hawthorne, 2011; Krakowka, 2012).
Service-learning projects have the potential to mutually benefit the communities, students, and faculty involved. The community, unaware of the inherent relationship between geospatial technology and geography, may expand their knowledge of geography curricula through campus-community mapping projects. Potential employers observe students in a positive light when they apply transferable vocational skills involving communication and collaboration to improve the community (Bednarz et al., 2008; Dorsey, 2001; Schlossberg & Wyss, 2007). In successful service-learning projects students grasp the relevance of course concepts when applying them to real-world situations (Krakowka, 2012; Schlossberg & Wyss, 2007). Faculty members benefit by engaging students in active learning and fulfill academic service obligations, which in turn may strengthen campus-community partnerships (Bednarz et al., 2008).