RT Journal Article
SR Electronic
T1 Restoring Degraded Objects: The Next Best Thing to Teaching Ecological Restoration in the Field
JF Ecological Restoration
FD University of Wisconsin Press
SP 450
OP 455
DO 10.3368/er.32.4.450
VO 32
IS 4
A1 Cabin, Robert J.
YR 2014
UL http://er.uwpress.org/content/32/4/450.abstract
AB It is often difficult or impossible to take conventional academic students into the field to observe and participate in real world ecological restoration projects. Consequently, many educators attempt to simulate these experiences by incorporating more active learning, non-lecture activities into their classes. In this paper, I share the results of, and what I have learned from, years of tinkering with a hands-on “degraded objects” activity for undergraduate students first presented in a 2004 paper by Lundholm and Larson. I have discovered that this activity is most effective when students select degraded objects that they care deeply about, bring their restored objects to class, and are free to present their work in whatever manner they think best. Although every class and every project has been unique, some common themes have emerged: 1) Restoring their objects turns out to be far more complex and interesting than the students thought it would be; 2) They demonstrate an impressive amount of perseverance, creativity, and resourcefulness; and 3) They meaningfully connect their projects to the individual components and overarching themes of the class as a whole. In conclusion, this can be a remarkably effective activity for simulating the experience of ecological restoration that simultaneously provides a concrete, achievable assignment and a holistic, open-ended challenge. It also helps the class develop a spirit of camaraderie and learn more about each other. This in turn helps us better understand, appreciate, and respect people whose values and perspectives may be radically different than our own.