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Incorporating Place-Based Education to Cultivate Watershed Literacy: A Case Study

Incorporating Place-Based Education to Cultivate Watershed Literacy: A Case Study
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Author(s): Nathan Hensley (Auburn University, USA)
Copyright: 2014
Pages: 12
Source title: Handbook of Research on Pedagogical Innovations for Sustainable Development
Source Author(s)/Editor(s): Ken D. Thomas (Auburn University, USA) and Helen E. Muga (University of Mount Union, USA)
DOI: 10.4018/978-1-4666-5856-1.ch002

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Abstract

This chapter explores the theoretical underpinnings and practical application of Place-Based Watershed Education. More specifically, it describes an experiential approach to teaching about stormwater and sustainable stormwater management while working to advance the “watershed literacy” of students in an Auburn University Honors Introduction to Sustainability undergraduate course. The value of learning about watersheds (and specifically stormwater) from direct encounters is explored. Also, the importance of cultivating a hydrological sense of place will be discussed in conjunction with an effort to provide a point of entry for educators of diverse disciplinary backgrounds to consider the value of using a form of place-based watershed education in their local bioregion.

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