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Abstract
We describe a college math course and summer research project in which students used their math skills to analyze sustainability issues on campus and in the wider community and how these projects contributed to bringing about change in the community. Staff members at the college played an important role in developing and supervising the student projects.
ACKNOWLEDGEMENTS
The author's participation in the NSF funded Environment, Energy and Sustainability Science project (grant No. 0832049) was the stimulus for incorporating a service-learning component involving sustainability into his math teaching. The author would like to thank Don Barber, David Chase, Bernie Chung-Templeton, Tim Denny, Deb Grant, John Henry, Martin Kimmel, and Jim McGaffin for their advice and support in carrying out the service-learning projects. Michelle Francl, Jodi Jacoby, and Agnes Rush provided useful editorial advice as he was preparing the manuscript. One of the anonymous reviewers suggested the author included an expanded discussion of partnership issues which led to re-writing of Section 3. The author thanks his students Sasha Bereznak, Kaushiki Dunusinghe, Bethany Giblin, Eva Herzog, Grace Kung, Katie Link, Alyssa Martin, Teresa Palasits, Jennifer Sichel, Amy Vepraukas, and Yufang Wang who demonstrated passion, persistence, and hard work as they carried out the projects described in this article.