University of Vermont

More Student Testimonials ...

"For my NR 206 project, I worked with the Intervale Conservation Nursery to implement an invasive species management program. The service-learning aspect of the course was valuable to me because it allowed me to creatively and independently solve a problem within the framework established by my community partner. It gave me the opportunity to follow a project from start to finish, preparing me for project implementation in my career." — Katie Stoner, Class of 2016 Wildlife and Fisheries Biology Major

"It was amazing to get the chance to not just work with Vermont Department of Fish and Wildlife but to create and provide materials for them so they can reach a goal. Our project was to conduct a literature review on ecological impacts of industrial scale maple sugaring as well as to develop and test a monitoring protocol that they can implement in the future to continue to study these impacts. We actually got the chance to go in to an industrial sugarbush and collect data, which was a once in a lifetime experience." — Jessica Mailhot, NR 206 Fall 2015

". . . not that I have not learned a great deal from most of my classes, I really have – but there have also been more than a few that may have given me a great deal of knowledge, but because of the setting and fashion in which they were taught I could not possibly remember 75% of the material at this point in time. On the other hand, the recent experiences I have had being thrown into the field and learning by way of 'trial by fire' may not have introduced much new material, but because of the fact that I could see these concepts in action I can easily recall the majority of the material, and I can make important connections between it and other concepts I have learned. For that reason my project for NR 206 has no doubt been the most academically enriching activity in which I have taken part this semester, if not throughout my educational career." — Dylan Marcus, RSENR class of '2013

“As it turns out, this class was truthfully the greatest avenue for me to take at this junction, the tail end of the Rubenstein trail. The experience I gained from the project my partner and I undertook was actually valuable and it actually made me really grateful to have another person working with me. I know I can walk away from this class without ever really leaving it behind because the people, the project, and the course material are all legitimately stuck in the part of my brain that files things as ‘worth remembering’.” — Senior in NR 206: Environmental Problem-solving and Impact Assessment

“This semester included rollicking adventures through muddy natural areas, group meetings that hardly ever found solid answers, readings that tested my every action, and class lectures that made me squint my eyes and cock my head to better understand what Matt [the course instructor] really meant. In short, NR 206 was like a pingpong paddle. I was the pingpong ball and my Rubenstein education at UVM was the tethered string that kept me close to the class but also gave me the opportunity to swing away. In many respects, fall semester senior year has been the most stressful semester I have ever had. While NR 206 was a part of this stress, it was the one class that helped give me perspective by reminding me of my admiration for nature and all of the systems it incorporates.” — Senior in NR 206: Environmental Problem-solving and Impact Assessment

"I feel like I am growing a lot in this class . . . The most learning and self-learning occurs at the edges of comfort, so it only makes sense that an institution of higher learning should be willing to step out of its conventions and try something new for a change. Make me uncomfortable and I will soon engage. Pull us out of tunnel vision and we might remember what a web we live in and we can work to weave together." — Senior in NR 206: Environmental Problem-solving and Impact Assessment

"I took Sustainability Education and had a great service-learning experience. My partnership was with Orchard Elementary School in South Burlington. Every week another classmate and I would go to Orchard on Wednesday mornings for a couple of hours and teach environmental science to a class of second-graders. Their teacher gave us a lot of freedom and responsibility; we were expected to prepare a new, fun, interactive, and educational lesson plan for each week. Ultimately, all of our lessons culminated in an in-depth soil study with the elementary school students. We then used those lessons as part of our term project, which I am now referencing and using in job applications to show that I have comprehensive experience developing my own curricula." — Julia Breul, RSENR class of 2012

"I think service-learning classes like NR 206 should be required for all students, not just Rubenstein School students. I feel service-learning courses allow students to develop relationships with individuals in the community and have personal contact with real issues and examples, rather than reading about countless case studies or past documents." — Senior in NR 206: Environmental Problem-solving and Impact Assessment, Spring 2012

"My service-learning project helped to reassure the confidence I had toward the path I have thought about for my future." — Senior in NR 206: Environmental Problem-solving and Impact Assessment, spring 2012

"I think the reason this service-learning project meant so much to me was because I got to see all the hard work that goes into creating these [service-learning] courses and how much professors love getting students engaged in the community. For community members to be able to relate to University students, I think is important because then they stop seeing us as 'those people on the hill who don't really belong'. By getting involved and engaging with the greater Burlington and even Vermont area, it shows people that we are a part of this community too and that we want to listen and help in the ways that are needed." — Senowa Mize-Fox, RSENR class of 2012

Last modified March 21 2016 10:32 AM