Publication Type: Abstract
Abstract: How can student learning be efficiently amplified in cross-discipline and topically broad classes? Political scientists increasingly teach in inter, cross or extra-disciplinary courses, placing added pedagogical challenges and opportunities in front of the political science instructor. In environmental politics courses, students ranging from field or laboratory oriented natural scientists through to outdoor recreation; social science and humanities trained students can join the political science student cohort, making for a dynamic student group. And the student mores that tend towards application and activism strongly suggests that a traditional "chalk and talk" lecture-laden and writing course would be a lost opportunity for both student and instructor. How can a political science instructor acheive balance between presentation of content and the implementation of enhanced student participation (or praxis) activities in cross-disciplinary classes?

Combining project-based learning and portfolio development, the Environmental Service Project (ESP) in the ENV 345 Environmental Politics course at Maryville College has helped to bridge the pedagogy-application issues seen in cross-discipline political science courses. Completed student ESPs must document and analyze multiple ecological, natural resource policy and socio-cultural issues encountered during the design and implementation of real-time, "real-world" eco-friendly campus projects. Exemplary student ESP projects include native plants installation in and around campus buildings; college building and grounds sustainable design, construction and maintenance analyses. This presentation would review the design and implementation of the ESP in an Environmental Politics class, provide examples of student projects, review assessments of the ESP and provide guided questions for discussion about the implications of such an activity in the extra-disciplinary courses political scientists encounter in their career.