Environmental Learning Scaffold
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ENVIRONMENTAL LEARNING SCAFFOLD
Background
The broadening field of Environmental Education and Environmental Science works by its very nature close towards “an enhanced sense of civic responsibility”. The emphasis on social transformation towards social and/or ecological justice is the central theme of objective Environmental Learning (note that the term environmental Learning is here understood as the interaction between socio-economic and cultural patterns and natural resources. Hence its connection with education is one of engaging people at all levels to make sense of peoples relationship to their natural environment and how to pursue a more sustainable and equitable future) champions. In RP, we have several initiatives and programmes to create an awareness and educate our students on the Environmental Learning. These programmes provide holism in our student education process and often invoke their consciousness and care for the Environment through direct community engagement with practical and relevant outputs.
Introduction
Direct community service engagement of the Environment enables our students to participate in field trips. Through the engagement, they collect sample data, make analysis of current literature and share and compare findings with other Environmental Learning teams across tertiary institutes globally. Some of these field trips include activities which could have direct relevance to problems in the local community. These participatory engagements with the Environmental Learning can be closely allied to service learning.
What do you Profile
The Professional Profiling subject on the Environmental Learning focuses evaluating the students ability to understand the concerns of the Environment and detail appropriate findings and measures for improvement whilst displaying sound analytical skills throughout the discussion. The methodology one adopts in pursuing a PP in this subject area should have the below 4 components which lead students progressively from
investigating an environmental concern in the workplace or community;
investigating a wide range of responses already in place to address that environmental issue — including education as a response;
being introduced to educational ideas and practical counter measures and how these are applied to address the environment issue and
developing a small-scale learning programme (e.g. a community workshop to strengthen community involvement, a guided walk to educate the public on illegal dumping in the Nature reserve or in HDB towns/State Lands/ Parks and the development of a community action project to address this problem, cultivating indigenous medicinal plants to support curriculum work, the effects of sustainable harvesting of natural resources, exercises with communities around land degradation and suitable interventions, rehabilitation plans for a depleted former resource rich site, development of an ecotourism plan for a partnership between local communities and businesses, an educational booklet or poster etc.) to help address the concerns.
The PP as a Reflection Journal in your Environmental Learning Project
A true Environmental Learning project allows self reflection that audits its purpose and objectives. To enable you to truly reflect upon your contributions and measure its impact, you should collect and record real data before, during and after the activity. How many hours (if any) did you volunteer? What was the desired outcome of this activity and was it realized? What are your comments? Was the intended objective met?
So many self-reflection questions, where do you start to put your thoughts in place! We have attempted to list some questions in Annex 1that can help you learn and reflect on your experience. You may choose any question, choose none of these and write about anything you would like to about the Environmental Learning project and/or choose different questions