A creative collaboration between the science of ecosystem restoration and art for sustainable stormwater management on an urban college campus. Issue 3 (4th February 2016)

• Record Type: Journal Article
• Authors: Ahn, Changwoo
• Is Part Of: Restoration ecology. Volume 24:Issue 3(2016:May)
• Page Start: 291
• Page End: 297
• Publication Date: 2016-02-04
• Subjects: ecosystem restoration -- floating wetland -- interdisciplinary education -- Jackie Brookner -- The Rain Project; Restoration ecology -- Periodicals; Reclamation of land -- Environmental aspects -- Periodicals; 333.7153
• DOI: 10.1111/rec.12341
• Languages: English
• ISSNs: 1061-2971

Abstract

Abstract : This article presents an interdisciplinary, on‐campus, student project, titled "The Rain Project" that I designed as an urban ecosystem restoration model as well as a collaborative pedagogical approach between ecological science and art at George Mason University (GMU), Virginia, U.S.A. A group of students from several disciplines (e.g. environmental science, art, civil engineering, biology, communication, and film/media) participated in designing and constructing a floating wetland for a campus stormwater pond as part of sustainable stormwater management. The Rain Project has numerous implications for college education, scholarship, and service while presenting a novel way of building a sense of community among undergraduate students for ecological awareness and literacy. The work of Jackie Brookner, a renowned eco‐artist who worked extensively on stormwater, and its relevance to the project is discussed. I strongly suggest the need for linking art and the science of ecosystem restoration to best obtain improvements in much‐needed communication for the success of community participatory restoration projects. I also believe that this kind of interdisciplinary, campus project can facilitate the changes we need to train higher education students to be able to both think differently and communicate effectively. The Rain Project introduced students to new learning strategies that connected "systems thinking" with art, ecological science, and restoration practices.