Transforming Barriers into Opportunities: Teaching Environment and Sustainability Service-Learning Courses during the 2020 COVID-19 Pandemic

Autor/inn/en	Button, Charles E.; Ghezzi, Sara E.; Godfrey, Phoebe; Huminski, Suzanne E.; Minor, Jesse; Silka, Linda
Titel	Transforming Barriers into Opportunities: Teaching Environment and Sustainability Service-Learning Courses during the 2020 COVID-19 Pandemic
Quelle	In: Journal of Higher Education Outreach and Engagement, 26 (2022) 1, S.179-195 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-8212
Schlagwörter	COVID-19; Pandemics; Barriers; Higher Education; Service Learning; Workshops; Fellowships; Mentors; Online Courses; Educational Technology; Technology Uses in Education; Conservation (Environment); Sustainability; School Closing; Outdoor Education; Experiential Learning; Student Projects; Hospitality Occupations; Connecticut; Maine + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Service-Learning; Lernwerkstatt; Schulung; Fellowship; Stipendium; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Conservation; Environment; Konservierung; Bewahung; Umwelt; Nachhaltigkeit; School closings; Schule; Schließung; Schließung (von Schulen); Freiluftunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Schulprojekt; Gastgewerbegehilfe
Abstract	In response to the onset of the COVID-19 pandemic, many institutions of higher learning locked down their campuses and altered their ways of teaching. This article discusses changes made to courses at five highly varied public universities in New England participating in the multiyear Campuses for Environmental Stewardship (CES) program. The primary aim of the CES program is to integrate environmental service-learning (SL) into college curricula through workshops, faculty fellowships, and mentoring. We detail how teaching strategies were altered in fall 2020 to accommodate the threat of COVID-19 in the classroom. The authors transitioned significant portions of their instruction to online formats or outdoor classrooms. Specifics about the impacts of the shift to virtual teaching--learning are discussed, with particular focus on the impacts to the service-learning components of each of the courses. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01