A Classroom Without Boundaries: From Akron to Alaska

When eleven University of Akron students boarded a plane in May for Sitka, Alaska, they expected to study ecology, history and culture.

What they didn't expect was how much they would learn from each other.

Learning Beyond Their Majors

Open to students from any major, the ten-day Alaska special topics class brought together students from disciplines ranging from biology and biomedical sciences to education, English and dance. Led by Department of Biology faculty members Drs. Stephen Weeks and Lara Roketenetz, students explored marine ecosystems, coastal rainforests, Indigenous culture and local industries while learning alongside classmates whose academic interests were often very different from their own.

For some students, the opportunity aligned directly with their academic interests. For others, it offered a chance to explore something entirely new.

Claire Harig, a primary inclusive education major with a minor in environmental ethics, saw the course as a way to connect her interests in teaching and alternative educational models with hands-on learning.

"This trip was able to provide background and information I could use to inform my future teaching," Harig said. "I was especially interested in the cultural and Indigenous knowledge that I could learn."

Biomedical sciences major Aidan Byers (pictured above, left), who plans to pursue medicine, viewed the trip as a chance to explore a different side of science.

"My love of science expands beyond healthcare," Byers said. "I enjoy outdoor activities, and I am intrigued by wildlife, the environment and science that lies beyond the hospital."

The Alaska Classroom

The city of Sitka is in southeast Alaska, where students explored rocky intertidal communities, near-shore marine habitats and coastal temperate rainforests through field excursions, wildlife tours, snorkeling adventures and hikes through the Tongass National Forest. They also learned about Tlingit culture, the history of Russian settlement in Alaska and the role fishing and aquaculture continue to play in the region's economy and identity.

Yet many students said some of their most memorable experiences happened away from the tidepools and trails.

Byers expected to enjoy the outdoor activities. He didn't expect cultural experiences to become some of the highlights of the trip.

"Learning about the culture of the native Alaskan Tlingit tribe, marine debris or the commercial fishing industry were not at the top of my bucket list for this trip," he said. "However, these experiences ended up being just as enjoyable as the hikes and snorkeling that drew me to this trip."

One experience stood out in particular.

"Speaking to Alex Johnson-Rice, a member of the Tlingit tribe, and hearing his life story ended up being one of the highlights of the trip for me," Byers said.

For biology major Carlie Friess (pictured above, right), Alaska's wildlife left a lasting impression.

"What surprised me the most about Alaska was the amount of unique wildlife," Friess said. "Especially the amount of unique birds. They were really incredible."

Learning From Each Other

The small size of the course created opportunities for meaningful conversations among students from different majors and backgrounds.

"I really enjoyed meeting people and spending time with students who are not education majors," Harig said. "It helped me look at the experience from different perspectives. The discussions we had as a group were enlightening because I tend to only look at the educational aspect of things, but they helped me see beyond that. This, I feel, is an important aspect of being a teacher."

Friess agreed.

"Learning with different majors was very interesting," she said. "It allowed me to appreciate different aspects of the trip that I didn't originally have a lot of interest in."

Byers found himself learning as much from his classmates as he did from the course content.

"I anticipated talking about plants and animals most of the trip, not learning dance figures from a dance major, listening to English majors recite beautiful two-minute poetry, or having an elementary education major explain why small children's pockets should always be checked for glitter before going on a hike," he said.

The experience highlighted one of the strengths of a small, interdisciplinary learning environment.

"Most of the people I have connected with in college up to this point have been STEM majors," Byers said. "These travels have shown me what I have been missing."

Turning Learning Into Action

As part of the experience, students developed community-based project proposals inspired by what they learned in Alaska and the environmental challenges facing coastal communities. The projects challenged students to apply what they observed in the field to real-world issues, reinforcing connections between science, culture and community.

Their ideas reflected the wide range of academic interests represented in the group. Projects explored topics such as environmental pollutants affecting aquatic ecosystems, the health of fisheries and ways educators can incorporate Indigenous knowledge into classroom learning.

For all three students, the course demonstrated how science, culture and community are interconnected.

"This trip was truly life changing," Byers said. "The people I met, the experiences we shared and all the perspectives I have seen have altered how I am living my life."

For these Zips, Alaska offered more than a chance to study ecology. It offered a chance to see the world - and themselves - from a new perspective.

Story by: Lisa Craig, Director of Communication & Marketing, Buchtel College of Arts and Sciences