dc.contributor.author	de Leon, Raymond F.	en
dc.contributor.committeecochair	Randolph, John	en
dc.contributor.committeecochair	Younos, Tamim	en
dc.contributor.committeemember	Carmin, Joann S.	en
dc.contributor.committeemember	Rosenzweig, Michel	en
dc.contributor.department	Urban Affairs and Planning	en
dc.date.accessioned	2014-03-14T20:57:38Z	en
dc.date.adate	2002-05-09	en
dc.date.available	2014-03-14T20:57:38Z	en
dc.date.issued	2002-04-22	en
dc.date.rdate	2003-05-09	en
dc.date.sdate	2002-05-06	en
dc.description.abstract	There has been a growing interest and support by many state and local programs to address aquatic resource protection and restoration at a watershed level. The desire by many programs to implement watershed management programs has become more than just a need, rather a necessity to ensure suitable water resources. However, many challenges arise when developing and sustaining watershed programs. One such challenge is that watershed programs are resource intensive. These programs require significant funds to support monitoring, research, effective management, and to provide public outreach. In addition, these programs require knowledgeable and skilled water resource professionals who can implement and manage these tasks. Integrating university-knowledge and resources into the watershed effort can meet many of these challenges. Faculty, students, and in-kind university support can contribute knowledge, technical support, research funds, and personnel to aid and enhance watershed management activities. Furthermore, connecting watershed management activities with academic work can foster the development of future environmental planning, policy, and science professionals. The overall goal of this paper is to explore the integration of service-learning in higher education within watershed management activities. The concepts and benefits of service-learning are explored in this paper. An example of a watershed-based, service-learning initiative in the Stroubles Creek watershed, Virginia is presented. In addition, perspectives gathered from the Initiative's students and project coordinator (the author) on their work experience as service-learners are provided. The lessons and recommendations presented in this paper pave way to means of sustaining and enhancing service-learning program in watershed activities.	en
dc.description.degree	Master of Urban and Regional Planning	en
dc.identifier.other	etd-05062002-134718	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-05062002-134718/	en
dc.identifier.uri	http://hdl.handle.net/10919/37100	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	01cover_page.pdf	en
dc.relation.haspart	02acknowledgement.pdf	en
dc.relation.haspart	06curriculum_vitae.pdf	en
dc.relation.haspart	04bibliography.pdf	en
dc.relation.haspart	03body.pdf	en
dc.relation.haspart	05appendices.pdf	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	Stroubles Creek	en
dc.subject	Watershed Management	en
dc.subject	Service-learning	en
dc.title	Developing a Service-Learning Program for Watershed Management: Lessons from the Stroubles Creek Watershed Initiative	en
dc.type	Major paper	en
thesis.degree.discipline	Urban Affairs and Planning	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	masters	en
thesis.degree.name	Master of Urban and Regional Planning	en

Developing a Service-Learning Program for Watershed Management: Lessons from the Stroubles Creek Watershed Initiative

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