IntroductionA service-learning course was created for the spring 2015 semester, during which 11 students and 2 instructors worked with a nonprofit, Common Ground Relief, on recovery efforts related to the catastrophic event, Hurricane Katrina. Funded by a StAR grant, students were able to participate at a low cost.

The key purpose for the service-learning focus was to engage the students in an intentional way, in a transformative process that connected classroom learning to their immersion experience. It required the students to critically analyze their assumptions, values, and stereotypes regarding population groups that differ from their own.

Participants and PreparationStudents were selected for this experiential learning opportunity via an application process. Characteristics valued included passion for volunteering, ability to work in a team environment, inexperience with other cultures or travel, and adaptability skills. Grade point average was not a primary consideration. Students were required to be co-enrolled with one of two other courses – GEOG 233: Geography of Urban Environments or GEOG 232: Coastal Zone Management – both of which covered content on the geographic location and the 2005 Hurricane Katrina event.

These courses covered topics which helped students with preparation for the immersive experience including social justice issues, manipulation of the natural environment through engineering and development, disaster funding issues, impacts on urban cultures, and impacts on the physical environment.

After students were selected, several meetings were arranged where basic information was conveyed and more importantly, students participated in team-building exercises and also in reflection discussions. Students were also required to watch documentary films such as the Spike Lee film “When the Levees Broke.”

Service Work CompletedRecently, Common Ground Relief has shifted their focus from housing projects to wetlands restoration in order to protect the city. Students helped plant native wetlands species, remove invasive species, pot and water plants at a nursery, and gather and process seeds. Students also worked at a Native American cultural center in the bayou, helping community leaders prepare for a cultural festival.

Other work included identification of garbage dumped on abandoned residential lots in the Lower 9th Ward followed by calls to authorities and letters to homeowners. Students also helped with neighborhood upkeep and beautification projects. Students worked side-by-side with residents who had lived through Hurricane Katrina, enriching their experience in immeasurable ways.

Results and Future WorkStudents participated in reflection sessions that helped them process their learning experiences. They also produced a photo documentary in the form of a video shared on YouTube.

Overall, the immersive experience was successful in broadening the students’ minds, providing an in-depth knowledge of the situation, and engaging them in a transformative process.

Grant funding includes a second trip/course to be executed during the spring 2016 semester. Two students who participated in the spring 2015 course were selected as TA’s and will help with reflection sessions and act as peer mentors. In addition, the opportunity is being opened up to any student who has taken GEOG 233 or 232 in the past, instead of being co-enrolled. Wendy Lascell will again be the instructor of record. Linda Drake, Executive Director of CSRC will be accompanying Lascell.

AcknowledgmentsFunding provided by the Domestic Intercultural Immersion StAR Grant at SUNY Oneonta. Thanks also to Common Ground Relief for their hospitality and opportunities provided.

Wetlands restoration removing invasive species and planting Cyprus trees. Working alongside New Orleans’ residents at the Audubon Nature Center.

Lower 9th Ward

On the Lake Pontchartrain levee (left) and in the Common Ground Relief wetlands nursery (right).

At the Native American cultural center (left) andat the Audubon Nature Center (right).