| Abstrakt: |
In fall of 2019, a new capstone course, wildlife biology, was offered as part of the biology curriculum at the University of Saint Joseph. The course fully embraced problem-based learning (PBL), project-based learning, and service-learning strategies. It provided a service to the campus community through the task of creating a management plan for two wetlands located on the campus given the problem of invasive plants. Student engagement in the topic and project was enhanced through the development of student teams and the opportunity to work with stakeholders. In responding to stakeholder project requests, students showed increased motivation, ownership in the project, and skill development. Through implementing this course, we unexpectedly observed increased development of students' leadership, maturity, and scientific curiosity. [ABSTRACT FROM AUTHOR] |
