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OSSPEEC – PreEngineering Educational Collaborative

OSSPEEC – PreEngineering Educational Collaborative. Service - Learning Models Bruce Berdanier, PhD, PE, LS Department Head Civil and Environmental Engineering South Dakota State University Joanita Kant, MS PhD Candidate South Dakota State University. Introduction.

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OSSPEEC – PreEngineering Educational Collaborative

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  1. OSSPEEC – PreEngineering Educational Collaborative Service - Learning Models Bruce Berdanier, PhD, PE, LS Department Head Civil and Environmental Engineering South Dakota State University Joanita Kant, MS PhD Candidate South Dakota State University

  2. Introduction Constructivism and Service - Learning

  3. Constructivism Constructivist Pedagogy: Emphasizes knowledge gained through guided experience where the learner builds complex and interrelated understandings. Deep knowledge develops where information is a “light on in the mind” not a “load on the mind.” The Kolb-Fry experiential learning model is a spiral usually beginning at step one but can begin at any of the four steps in a repetitious cycle.

  4. Traditional Constructivist Learning Cycle after Boyer

  5. OSSPEEC’s modified learning strategy • emphasizes: • guided experience • guided reflection • cross-disciplinary learning • a “systems” approach to understanding the environment • unintended consequences of human interventions.

  6. Definitions PowerPoint revised after Diane Nagy 2011 • Academic service-learningis a strategy that integrates service in the community with academic study to meet specific learning goals for students. Faculty, in partnership with community agencies, design service projects that will • Meet community-identified needs • Advance students’ understanding of specific course content • Promote civic engagement Critical reflective components are built into the course to help students consider relationships between their service, the course curriculum, current societal issues, and their professional goals. • Experiential service-learning is different, only in that it does not involve a course for credit. OSSPEEC provides examples of both.

  7. Summer 2012 Service- Learning Initiative An Introduction OSSPEEC involves internships and field education service-learning

  8. Service-Learning Students Campus Community Values and expertise Academic insight

  9. Community Defined • Off-campus populations underserved by our market economy • Organizations whose primary purpose is the common good • Agencies whose mission provides stewardship: public works, natural resources OSSPEEC and CU students collaborating on net-zero home for the Pine Ridge community

  10. Essential Elements • Emphasis on reciprocity • Learning and service objectives are clearly identified and congruous • Service is meaningful, challenging, and meets a real need • Reflection is continuous, structured, and complex • Fosters learning about larger social issues

  11. Service Projects • One-time group projects • Cross-disciplinary projects • Multi-semester projects • Alternative Weekend Opportunities • Alternative Breaks (immersion experiences) OSSPEEC students and faculty Lester Richards, Tyler Corbine, Shane Herrod and Dr. Damon Fick (SDSMT) at Wanblee Veterans Wall

  12. Principles of Good Practice • If academic credit is awarded, it is for learning, not for the service • Includes set learning goals for students • Criteria for the selection of service sites OSSPEEC / SDSMT field camp fieldtrip to drill a temporary monitoring well on Rapid Creek Kyle White presenting on summer 2011 surveying work at Piya Wiconi

  13. Critical Reflection • Links experience to course, or prior course, learning objectives • Is guided and purposeful • Challenges assumptions and complacency • Occurs before, during, and after service • Includes components that can be evaluated according to well-defined criteria • Involves reading, writing, doing and telling • Clarifies values and fosters civic responsibility • Invites feedback Tinant, Means and Hansen measuring deflection

  14. Benefits to Agencies • Infusion of people power to meet needs • More informed/involved citizenry • Increased name recognition • New ideas and energy • Technical assistance • Diversity enhancement • Access to university resources • Reinvigorate staff OLC students Jake Fergusson, Aaron Rasor and Delaine Peterson collecting PHAB data to be shared with OST Environmental Protection Agency

  15. Benefits to Universities and Colleges • Enhance student satisfaction, retention, and graduation rates • Improve relationships with community • Advance institutional goals: Service, Social Responsibility, Scholarship of Teaching and Learning, Diversity Enhancement • Promote coherent collaborative curriculum OSSPEEC student and community member Oliver Covey relating academics and service under a cottonwood tree

  16. Benefits to Faculty • Enrich and enliven teaching • Identify new areas for research and publication • Develop projects that are simultaneously productive in research, service, and teaching • More efficient use of available resources • Foster cross-disciplinary learning communities Ale Higa (OLC faculty) and next generation at an OLC research meeting

  17. Benefits to Students • Personal – enhanced sense of efficacy, identity, morality • Social – diversity, social responsibility, citizenship skills, commitment to service • Academic – increased complexity of understanding, problem analysis, critical thinking, GPA, cognitive development, ability to apply learning to “real world” OLC Student Delaine Peterson “enjoying the opportunity to research streams”

  18. Heavy Metals • Areas of Focus on the PRIR and White River Watershed • Traditionally Edible Plants • Soils • Surface Water • Sediment • Undergraduate and graduate student research • Interfacial Research • Engineering, Environmental Science, Biology

  19. Heavy Metals Research We work in the “Field” and in the “Lab.”

  20. Field and Lab “Rough” and “Sophisticated”

  21. White River Project Area 2012

  22. Our Theory • Immediate participation of undergraduate students early in their plan of study in field and laboratory experiences • initiates their precognition to the benefit of future classroom pursuits • confirms their interest in science and technology • helps them self identify as a member of another defined community • gives them purpose in pursuing an academic degree and career • fulfills their need to serve the community through their intellect and efforts

  23. Our Experience • Students have completed two summers of STEM, service – learning, sampling and analysis • Presentations at OLC poster sessions last year and this year • Abstracts submitted to AIGEP conference for this fall

  24. Next Steps • Presentation of this year’s undergrad results at selected conferences • Completion of MS this year on White River sediment and water • Defined research (sampling and analysis) program for next year • Propagation of field/lab summer program • Completion of Interfacial PhD during 2013

  25. OSSPEEC Surface Water Quality / Quantity Projects Charles Jason Tinant OSSPEEC Project Director – OLC PhD Candidate Earth Science MS Water Resources Engineering BS Geological Engineering

  26. Community-Defined Needs in Surface Water Quality & Quantity • Many community concerns on the Pine Ridge Reservation are centered around water – Questions of Sustainability • Drinking Water Quality • Is the water safe to drink? • Stream Health • How is the environment around me changing? • Long-term Availability • Mni Wiconi / Treaty Rights regarding the Missouri River Compact White River near Badlands Visitor Center – zero flow condition on July 23, 2012

  27. OSSPEEC Partnerships with Community Agencies around Water • OST Environmental Protection Program • Non-point Source Monitoring / Analysis (Tinant, Benning – SDSMT, Kenner – SDSMT) • Natural Resources Regulatory Agency • Well-drilling (Schwalm – OLC) • Hydrogeology (Sawyer - SDSMT, Sanovia - OLC) • Water budget development (Tinant) • OST Rural Water • Existing relationship with SDSU in water distribution research (Beck – SDSU Civil Engineering) • Thunder Valley Development Agency • Floodplain modeling (Tinant) • Design of net-zero water / wastewater treatment (Berdanier, Fick, Pyatt – UC Boulder) Dr. Schwalm (OLC), Calvin Cutschall, and James Means drilling core at an abandoned mine in Harding County, SD

  28. Pine Ridge Aquatic Ecology Project (PREP) • Engineering Need: Watershed health defined by analysis of chemical, biological, and physical parameters; • Concrete Experience: Guided WQ and biotic sampling, laboratory analysis; • Observation / Reflection: Analysis of macroinvertebrate data, field data, laboratory data, discussion on the bigger social picture; • Abstract Thinking (cross-disciplinary learning): biogeochemical cycling, anthropogenic perturbation, stability; • Testing Abstract Concepts: Best Management Practice (BMP) design using a systems approach; Jake Fergusson water quality sampling Delaine Peterson and Jake Fergusson sampling macroinvertebrates

  29. Streamflow Event Sampling • Engineering Need: Fecal coliform and sediment identified as impairments in Pine Ridge Reservation streams • Concrete Experience: Storm-water sampling, stream flow measurement, • Observation / Reflection: Capacity building with OST Environmental Protection Program, K-12 Outreach • Vertical integration: Collaborative project with an MS candidate, SDSMT Senior, and OLC freshman • Abstract Concepts: Best Management Practice (BMP) design; storm flows Shane Herrod teaching OLC Freshman Engineering and high school students how to measure stream flow.

  30. Practical Irrigable Land Estimation for Pine Ridge Reservation • Engineering Need: OST should quantify future agricultural water needs as part of treaty negotiations with Federal government; • Concrete Experience: Joni Tobacco was formerly Water Director for OST Natural Resources Regulatory Agency; • Abstract Thinking: Modeled PIA from effective rainfall in ArcGIS

  31. July 11, 2012 3:00PM ≈1120F Geologic and Geological Engineering Projects of the White Clay Fault and Slim Butte area on the Pine Ridge Indian Reservation, South Dakota Foster Sawyer – South Dakota School of Mines & Technology Jim Sanovia – Oglala Lakota College Jim Sanovia and students standing on White Clay Fault

  32. Student Outcomes OSSPEEC Geological Engineering / Geology projects near Pine Ridge, South Dakota • Geology of the White Clay fault area 1:24k quads • Structural geology of the White Clay fault area • Stratigraphy of the White Clay fault area quads • Baseflow analysis of White River streamflow 1992 - 1997: evidence of structural influence on ground water recharge?

  33. All pictures taken mid-July 2012 No stream flow recorded This image about 50 miles downstream from images to the right Various stream flow Evidence of structural influence on ground water recharge

  34. Teaching hands on field methods for geologic mapping

  35. Dr. Foster Sawyer demonstrates field sampling Instructors also teach students how to properly take field notes, field drawings, prepare their note books, field bags, equipment etc. Dr. HannanLaGarry explains the fossiliferous Niobrara formation to the group

  36. Field Work to Computer Work Field geologic mapping brought into ArcInfo and digitized to make the Tribe’s first ever 1:24k geologic maps Intern learning GIS geodatabase management Baseflow analysis of White River streamflow

  37. July 23, 2012 11:30AM ~1050F Dr. LaGarry Jim Sanovia Interns Interns geologic mapping

  38. Service Learning Opportunities • Compile a more accurate geologic map for the Pine Ridge Indian • Reservation • Provide critical hydrologic information for the surface water and • ground water systems on the Reservation • Better understand and protect water resources for the communities

  39. Wind Energy • 80 ft. 20kW turbine • Pressure cells • Strain gages • Accelerometers • Wind speed/direction • 33 ft. Skystream turbine • Three photovoltaic cells SDSMT’s Renewable Energy Research Facility

  40. Meteorological Tower at OLC • 50 m. meteorological tower • Lowered for meteorological repair • Instrumentation • 3 anemometers • Humidity • Temperature • Objectives • Wind data for OLC, Thunder Valley Community Development • Potential wind turbine applications Meteorological tower at OLC

  41. Outcomes • Poster presentations • SDSMT Undergraduate Research Symposium • AIHEC • SD Academy of Science • Undergraduate Research credits • Spring, 2012 – Shane Herrod • Exposure to M.S. research

  42. Structural Restoration • Wanblee Memorial Wall • Built in 1947 • Wall settlement, deterioration of engraved names • Public Input • Grandson of original builder • School and community • Repair Strategies • Replacement • Repair • Restoration

  43. Outcomes • Historical Perspective • Relationship to Construction Materials course • Soils • Concrete • Economics • Repair comparisons • Creative solutions

  44. Comments • Collaborations with existing programs (REU, NASA, NASHA, Pine Ridge DOT) • Exposure to SDSMT • Working with others • Multidisciplinary component

  45. OSSPEEC – PreEngineering Educational Collaborative Service – Learning First Year Assessment and Evaluation Bruce Berdanier, PhD, PE, LS Department Head Civil and Environmental Engineering South Dakota State University Joanita Kant, MS PhD Candidate South Dakota State University

  46. Service - Learning :The First Year • Students and Faculty completed pre – and post- assessment surveys • Post survey included a question for participants to indicate the effort they had made for reflective journaling throughout the summer

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