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GIS in the jungle: Experiential Environmental Education (EEE) in Panama

Author

Listed:
  • Dan Klooster

    (University of Redlands)

  • Nathan Strout

    (University of Redlands)

  • David Smith

    (University of Redlands)

Abstract

A University of Redlands travel course to Panama builds on Monty Hempel’s legacy in environmental studies, Experiential Environmental Education, and geographic information systems (GIS) instruction at the University of Redlands. It follows his experience developing social relationships in Panama, and nearly 20 years leading an EEE travel course to Palau. This Panama course, nicknamed “GIS in the Jungle,” tasks students with activities such as trail mapping, gathering original data with unmanned aerial vehicles (UAV), landcover mapping of pastures and forests, and visualizing the distribution of above-ground forest carbon content. These GIS activities help students construct an understanding of rainforest conservation that integrates their experiences living, hiking, and collecting original data in that environment. UAV and GIS also provided a platform for interacting with indigenous peoples struggling to defend their rainforest territory from colonist deforestation. As Monty Hempel observed about this course, students use GIS and UAV to integrate their direct experience with ground-level fieldwork in the rainforest with a birds-eye view of the interlocking ecosystems and human impacts. Combined with direct rainforest experiences, GIS projects help students develop an understanding of nature’s interlocking systems and the interdependence of life on Earth.

Suggested Citation

  • Dan Klooster & Nathan Strout & David Smith, 2022. "GIS in the jungle: Experiential Environmental Education (EEE) in Panama," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 12(1), pages 164-176, March.
    • Handle: RePEc:spr:jenvss:v:12:y:2022:i:1:d:10.1007_s13412-021-00716-y
    DOI: 10.1007/s13412-021-00716-y
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    References listed on IDEAS

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    1. Christopher Felege & Rebecca Romsdahl & Joshua Hunter & Cheryl Hunter & Susan Ellis-Felege, 2019. "Immersive field experiences lead to higher-level learning and translational impacts on students," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 9(3), pages 286-296, September.
    2. Robin Kimmerer, 2012. "Searching for synergy: integrating traditional and scientific ecological knowledge in environmental science education," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 2(4), pages 317-323, November.
    3. Nurcan Helicke, 2014. "Learning and promoting urban sustainability: environmental service learning in an undergraduate environmental studies curriculum," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 4(4), pages 294-300, December.
    4. Jacob Brenner & Jason Hamilton & Tim Drake & Jed Jordan, 2013. "Building local environmental knowledge in undergraduates with experiential wilderness skills and awareness training: the case of environmental sentinels," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 3(4), pages 404-415, December.
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