Environmental Engineering Reference
In-Depth Information
cation as avenues to address issues of environmental and scientific literacy (Ramey-
Gassert, Walberg III, and Walberg 1994). For example, the U.S. Fish and Wildlife
Service is working with middle school students and teachers in the Midwest to restore
native tallgrass prairie while integrating science, math, and writing into the curricu-
lum through hands-on, field-based experiences (Ernst and Ellis 2005). A study by
Cline and colleagues (2002) of elementary schoolyard ecosystem restoration sites
found that broad-based community support and diverse stakeholder involvement were
better indicators of success than either administrative or pervasive teacher support.
Jablonski and Banker (2001) describe how an Ohio EE center partnered with univer-
sity students through a service-learning restoration project. Sample experiential learn-
ing activities included designing studies, conducting a population census, interview-
ing resource managers, creating a localized resource binder, mapping a pond site, and
measuring submerged vegetation to form part of a long-term database. Finally, the
National Science Foundation's Long-Term Ecological Research project sites are col-
laborating with K-16 teachers and students to teach about ecological principles and
engage students in hands-on restoration activities, among other purposes (Banks,
Elser, and Saltz 2005).
The University of Washington Restoration Ecology Network (UWREN) (see chap.
24, this volume) also illustrates the power of community partnerships and actively en-
gaging university students in restoration processes. This program addresses learners'
and community clients' interests, completing more than thirty projects for local gov-
ernment, schools, EE facilities, nonprofits, and private landowner clients. One of the
successful curricular elements of this initiative is the interdisciplinary, collaborative
approach that has a long-term vision for engaging partners (Gold et al. 2006). Indeed,
the UWREN is but one example of college/university programs worldwide in which
students learn both the scientific and the social aspects of ecological restoration
(Lavendel 1999, see http://www.globalrestorationnetwork.org/education/).
Such partnerships at the community level have garnered attention on an interna-
tional scale as well. For instance, Kobori (2009) describes two restoration case studies
in Japan, illustrating their educational, ecological, and communal benefits as well as
the essential need for authentic community partners to ensure success. One strategy
Kobori specifically mentions is the need to implement community-based initiatives
through partnerships among nongovernmental agencies, local government and citi-
zens, and university stakeholders and researchers.
The Bronx River Restoration project in New York City developed government and
not-for-profit partnerships to engage schools, community groups, and businesses in
restoration projects along a twenty-three-mile (37-km) stretch of the Bronx River.
Tanner et al. (1992) anecdotally describe the educational opportunities and benefits
of engaging intermediate school students, teachers, college educators, and Boy Scouts
in various aspects of the restoration process. Others highlight this multidecadal resto-
ration initiative as exemplary in addressing environmental concerns, while involving
citizens and enhancing opportunities for ecological citizenship (Light 2006). In do-
ing so, Light (2006) contends this project offers opportunities for citizens along the
