Greater Sydney Landcare

Leveraging University Students’ Skills and Enthusiasm for Landcare

University students supported Landcare Coordinator capacity while gaining valuable real-world conservation experience.

Capacity building - LEP23_015_LLC_6

The issue

As a Local Landcare Coordinator I manage a demanding workload that includes supporting five Landcare groups, community engagement, council and stakeholder meetings, events, volunteer activities, and the delivery of two additional projects. Maintaining strong relationships and a visible presence across my large region is essential, but there is limited capacity to meet all competing demands. I need another me...
University and TAFE students are required to perform work placement hours to graduate from their courses. They are looking for a placement that will allow them to use their skills, challenge them to learn new skills, and of course be interesting and fun.

The solution

Utilise the skills and energy of University and TAFE students. Over two months, I hosted three students who were studying conservation and seeking field experience. The timing could not have been better. During the busy spring season of BioBlitzes, Pollinator Week, FrogID and Bird Count activities, they provided invaluable support. The students surveyed a local Reserve for plant and animal species to help me develop a future educational habitat trail. They brought specialist identification skills that complemented my own. They also assisted my Landcare groups, engaged with school students and community members, and shared their knowledge with enthusiasm. In return, they gained hands-on conservation experience, exposure to real-world challenges, and opportunities to learn from a diverse network of practitioners and volunteers.

The impact

The collaboration increased Local Landcare Coordinator capacity during one of the busiest times of the year. I had an extra set of hands to carry the load, and extra mind to bounce ideas, an extra brain to bring knowledge, and extra voice to hold conversation, an extra set of eyes to ensure safety and find exciting things to talk about. This allowed the community members who participated in the projects, events and community activities to feel seen, heard, and be better attended to then if it was just me. And the activities were delivered successfully with so much less stress on me. The habitat trail project will benefit from their accurate species surveys, while local communities, schools and Landcare groups gained access to enthusiastic, knowledgeable conservation educators. The students brought fresh skills, energy and technology knowledge, helping strengthen engagement and data collection. At the same time, they gained valuable real-world experience, professional connections and a deeper understanding of community-based conservation, creating benefits for both Landcare and the next generation of environmental professionals. 

Learnings

Having three capable and enthusiastic students who were eager to share their skills made a significant difference. They helped lighten the workload, provided an extra set of eyes during field activities, and improved safety when working across multiple sites. As a coordinator who often works alone, their company and support was invaluable.
The wide variety of activities, projects and audiences gave students meaningful opportunities to apply and develop their skills while contributing to real conservation outcomes. Their enthusiasm, knowledge and willingness to engage with the community made the partnership highly successful.
Supervising students does require some additional administration, including completing reports and assessments for the university or TAFE provider.
Transport can also be a challenge, as students often have limited resources and reliable vehicles. In this case, one student experienced car trouble, which required some flexibility and support. However, these challenges were minor compared to the benefits the students brought to the program.
Author: Vanessa Gimellaro