Entry level majors and non-majors science courses frequently lack the element of discovery. Poor retention of all students, and particularly non-traditional students in science programs, may be related to the failure of science programs to provide hands on, real world experience.

We have developed an investigative laboratory study of a local degraded wetland to increase retention of all students and to increase non-major student interest in science. Our goal is to provide students with a better understanding of the process of science by involving them in ongoing applied research. Students work in small groups to design projects that relate to the long-term monitoring of a wetland which is undergoing restoration. Students are free to design their own questions and experiments within the constraints of the time frame and equipment available. The process allows students to work on real, open-ended science projects where their work makes a difference to local communities.

A web site database allows students to integrate chemistry and biology questions and to use previous students' data to assess changes in various parameters at the site over time. This Moro Cojo module (named after the wetland) has been implemented in the second semester of introductory chemistry, the first semester of introductory biology (which at our institution focuses on ecology, evolution and biodiversity), and a non-majors science course which has a primary goal of teaching the process of science. In the two majors courses (chemistry and biology), the Moro Cojo module requires three or more weeks of lab time with at least one field trip. In the non-majors course, the wetland projects are interwoven throughout the entire semester. Feedback from major-level students suggests they are more enthusiastic about introductory chemistry and biology, and appreciate doing projects that have value to the community compared to more traditional lab activities. In addition, some students are using the web site database to integrate their chemical and biological knowledge. In the non-majors science course, students commented on having a more positive experience doing science. Students also appear to be becoming better at thinking as scientists based on the sophistication of their answers about the challenges of doing science at the end of the semester. The experience presents two specific challenges to the instructor. He or she needs a second facilitator in the field to help expedite all of the experiments that happen concurrently. Furthermore there are the physical challenges of working at a muddy degraded site with students inexperienced with field work. We will give an overview of the entire project and discuss ways this idea can be implemented at other institutions. We feel the model for this project is widely applicable. because degraded sites in need of restoration occur in nearly every community.