ENST 291 - Environmental Service Learning—Yellowstone Winter & Wildlife Ecology

College Credit Value: 3 Undergraduate Credits
Grade Levels: 12
Course Dates: Winter Ecology multiple course dates from Jan-April, Wildlife Ecology multiple course dates between May-October.
Location: Yellowstone National Park and surrounding area

Course Description: 

Participants enrolled in these courses will learn about ecology and the environment through service learning. It will include 1) field investigations focusing on bison, ungulates, and/or amphibians 2) development of an ecological research project 3) a focus on resource and wildlife management, environmental sustainability/tourism and 4) hands-on participation in an important ongoing conservation service project.

The 7-to-9-day courses include over 30 hours of coursework and instruction with 20 hours of field research. Participants will develop and present a field-based research project which will increase their skills in scientific inquiry in a real-world context. Content will include ecological principles, evolutionary history, cultural history, natural resource management, and environmental issues including climate change, invasive species, and habitat connectivity.

Program Objectives:

By the end of the courses, participants will be able to

  1. Demonstrate knowledge of ecological principles, natural resource management, environmental sustainability, and environmental issues including climate change.
  2. Employ scientific competencies during the completion of a research project focused on area ecology.
  3. Explain the key stakeholders in a variety of environmental issues facing the Greater Yellowstone Ecosystem (GYE).

Course Enrollment:
These courses are limited to 15 due to field trip capacity delineated by the host organization, Ecology Project International. Please note that the schedule varies depending on weather conditions and seasonal changes. The below is an example itinerary and may not be exact to your course experience.

Schedule:

Student Assessment:

Course readings and summaries 75 points
Attendance and active participation in all activities 300 points
On course Journal entries 75 points
Research project and presentation 150 points
Total 600 points

Grading Scale
Undergrad/Grad

  • A: 90-100%
  • B: 80-89%
  • C: 70-79%
  • D: 60-69%
  • F: <60%

Assignments

A. Course Readings Assignments (3) -- 75 points
Before the on course Yellowstone component, students will be required to choose three resources from the resource list to begin to build their knowledge about the Greater Yellowstone Ecosystem, wildlife management, and environmental issues in the area. A short summary of each will be written & students will compile a list of questions they have about these issues. Summaries and questions should be either emailed to EPI point of contact before the course or turned in as a hard-copy to course instructors on Day 1.

B. Attendance and Active Participation in all meetings, workshops, and activities -- 300 points
Students will earn points by actively participating in all discussions, seminars, and field exercises. Active participation includes arriving on time prepared for all activities, asking questions and contributing thoughts or comments to discussions, collecting accurate data for all research projects, and generally making a positive contribution to the overall course.

C. Journal entries -- 75 points
Students will earn points by keeping a journal with writing and/or art entries from each day of the course. Instructors will provide some prompts throughout the course as well. Points are awarded based on completion.

D. Group Research Project and Presentation – 150 points
Students will participate in scientific inquiry in order to increase scientific literacy. Students will use the scientific method to develop research questions and hypotheses, collect and analyze data, and present their conclusions to a peer audience. Projects will be evaluated on content and originality; everyone in the group will be given the same grade for their work. The presentations will be oral. The group will develop a poster display to accompany the presentation. Each individual will be graded according to their participation in the presentation and the quality of the poster display.

Pre-course Reading List

Amphibians

Bears

Bison

Climate Change

Wolves