Active Learning Strategies: Stories and Lessons Learnt – Studying Environment in the Field

Abstract

Field-based education for environmental studies has been a foundational principle for the Environmental Studies program at Stockton University, which began in 1971. Located within the 445,000 hectare Pinelands National Reserve, on an 800-hectare campus near Atlantic City, New Jersey, USA, two professors in the program discuss our rationale and experiences teaching students about the environment within the environment. Expounding on the interdisciplinary literature of field-based learning, we present four unique case studies including local and regional experiences, as well as student learning abroad. The first case proposes that learning outdoors might be beneficial for students with learning disabilities. This is exemplified during a one-week field study to the 2.4 million hectare Adirondack Park & Preserve. The second instance reveals the benefits of working with local towns and environs acting as consultants in a multidisciplinary capstone experience. Next, we show how on-campus data collection and hypothesis formulation help students to learn about environmental design and statistical analysis. Finally, an international trip to the Caribbean opens the minds of students through a service learning project. While on campus, in town, across the United States or at an international destination, learning in the field gives students the opportunity to expand their knowledge through field-based active learning strategies.

Citation

Moscovici, D. and Witt, E. (2018), "Active Learning Strategies: Stories and Lessons Learnt – Studying Environment in the Field", Misseyanni, A., Lytras, M.D., Papadopoulou, P. and Marouli, C. (Ed.) Active Learning Strategies in Higher Education, Emerald Publishing Limited, Leeds, pp. 133-150. https://doi.org/10.1108/978-1-78714-487-320181006