Humans ceaselessly discard overwhelming amounts of trash, the discarded, abandoned items no longer considered of value or utility. Volunteer trash cleanups provide a service to the community and affect volunteers' attitudes toward trash and protecting the environment. Such efforts differ, however, from a service learning experience (SLE) purposefully connected to academic curriculum. This phenomenological qualitative study examines the effects of pre- and post-SLE course components and a connected SLE on the professional philosophy of undergraduate outdoor education students.
As higher education trends toward experiential education's philosophy and pedagogical techniques, greater emphasis is placed on problem-based, learner-centered pedagogy, developing students' critical thinking skills, and the value of reflection to student learning. A related trend emphasizes sustainability and the critical relationship between humans and the environment. This study suggests a model for curriculum corresponding with these trends while increasing understanding of curriculum effectiveness. Implications for course design may benefit current and future educators, and, in the broadest sense, the future of earth and its inhabitants.
