From Plants and Profiles to Biophysical Map Units: Using Scaffolds As An Instructional Procedure for a Field-Based Undergraduate Course In Renewable Resource Management.

Renewable Resource Management (RRM 301)  is a field-based, cornerstone course that encapsulates the innovative learning nature of the RRM program. This course has many and varied learning outcomes, and requires teaching methods that move the student from applied learning to critical thinking in a relatively short period of time. This is achieved by delivering learning modules of increasing complexity. At each stage a skill is demonstrated by the instructor and used by the student, alongside skills acquired in previous stages, to complete an exercise. The experience is supported by a course manual that provides instruction and reflection for each stage in the process.  At the end of this process the students execute a group mapping project on a 50 hectare land area with minimal supervision.  A review of the literature indicates that this course format is similar to the teaching of higher-level cognitive strategies using scaffolds (Rosenshine and Meister, 1992). The authors define scaffolds as methods used to support a student’s learning between what they are currently able to do and the ability they are attempting to acquire. Similar to a scaffold framework, field skills taught in RRM 301 are first modeled and supported by prompts (either written or verbal). In addition, course material is initially simple and introduced in small steps, but gradually becomes more complex. Students working in small groups are asked to demonstrate findings to other students and the instructor. Scaffolds are temporary. The instructor removes the support as students master the skill leading to independent practice. During the last 10 days of RRM 301 support diminishes leaving the students to work in groups to complete the soil and plant mapping exercise with little reliance on instructors. Evaluation of course content and student experience has been very positive; however, the author recognizes some weakness in the course around successful achievement of all learning outcomes particularly the post-field experience when students complete their group map and individual reports. As this course was not purposely constructed on the use of scaffolds, it is thought that a systematic application of this teaching method will improve the successful achievement of learning outcomes.