To seek solutions, we need to develop future scientists with both an awareness and appreciation of these problems that goes beyond basic scientific literacy to an understanding of the interconnected ideas of sustainability ( Spruijt et al., 2014). Global environmental challenges are not only understandably large, but complex. Short service-learning experiences are effective, can be quickly assessed using concept maps, and can be readily incorporated in other classrooms to enhance sustainability education. These results suggest that community-engaged fieldwork can illustrate ecological and sociological sustainability concepts for students and that engagement works best when we make explicit our objective of engaging communities in the learning process. Student reflections indicated most students identified at least one community-engaged serving-learning objective as a result of this experience. Students showed increases in sustainability knowledge breadth, depth, and complexity, particularly in demonstrating biological–sociological connections. We used concept map scoring methods and reflection assessments to evaluate and understand changes in the structure and content of student knowledge as a result of the experience. Student learning was examined during a short-term service-learning experience focused on water-quality monitoring in an urban watershed to determine whether community-engaged fieldwork in an upper-level ecology lab course enhances sustainability knowledge for future biologists. Service learning is a pedagogical approach that allows students to engage with the needs of the community by integrating academic work with complex civic issues. Today’s rapidly changing world calls for sustainability-minded scientists who are prepared to solve complex, interconnected problems.

Evidence of evolution concept map