How Field Courses Propel Inclusion and Collective Excellence

Abstract

Field courses have been identified as powerful tools for inclusion and student success in science. However, not all students are equally likely to take field courses. How do we remove barriers to equity in field courses, to make them engines for inclusion, diversity, and collective excellence in ecology and evolution? How Can Field Courses Be Catalysts, not Barriers? Ecology and evolutionary biology (EEB) lags other subfields of biology such as the biomedical sciences, in diversity and inclusion [e.g., in the USA, 5.8% of EEB graduate students are from under-represented minority (URM) backgrounds, compared with 10.1% in biomedical sciences] [1]. Students from under-represented racial, cultural, economic, and other backgrounds drop EEB majors at higher rates than their peers, in part because of hurdles like institutional barriers and a limited sense of belonging [2,3]. We highlight how field-based courses can be a powerful vehicle for addressing demographic gaps in EEB, and we provide guidance for inclusive field course design. A well-structured field research course can inspire and prepare students for scientific careers (self-efficacy, science identity, and competence), and create shared experiences and relationships that retain students who might otherwise feel disconnected from their backgrounds and previous experiences (identity, belonging, and community) [4,5]. Participation by URM students in fieldbased science courses has often been low [4], creating the impression that field courses are not a path to increased STEM (science, technology, engineering, and mathematics) inclusion. We contend that barriers, like cost, schedules, information, specialized equipment, and a lack of staff role models, reduce access and participation (Figure 1). Removing these barriers enables diverse students to pursue field experiences, propelling more diverse leadership, cultural change, and collective excellence in ecology and evolution.

A comparative study between outcomes of an in‐person versus online introductory field course

“…The course is intentionally designed with features to maximize student access and success. These course features include small class size (Cuseo, 2007), group research projects (Alrefaie et al., 2020), curriculum vitae and cover letter support, course fee scholarships, and shared gear (Zavaleta, Beltran & Borker, 2020). To support students who may not feel comfortable in natural spaces, instructors carefully designed the course structure based on the mental, social, and physical factors that may help students feel at ease (hereafter, holistic support) (Fleischner et al, 2017).…”

Of mudsnails, terrapins, and flukes: Use of trematodes as a field‐based project in parasitology research

“…Although designed to be implemented at the college level, it can also be completed as a science project by middle and high school students. Ironically, the COVID‐19 pandemic has opened up opportunities for participation in field‐based research that otherwise might have been difficult or impossible for students and the public (see Harris et al, 2020; Zavaleta et al, 2020). Underrepresented groups that might not have the funds to travel and enroll in field‐based programs (particularly study abroad programs) could be exposed to the joys and trials of fieldwork through the trematode exercise presented here.…”

“…The COVID‐19 pandemic has caused significant challenges in education, but especially in field studies across a wide range of disciplines. Field courses present unique logistical and pedagogic challenges, and these types of courses are often pivotal in the early careers of scientists, importantly in underrepresented minorities (see Barton, 2020; Beltran et al, 2020; Fleischner et al, 2017; Morales et al, 2020; Resasco, 2013; Zavaleta et al, 2020). Rapid response to the recent pandemic has led to both the suspension of many field‐based programs (Pennisi, 2020) and to the development of novel ways to carry on their efforts, including conversion to virtual experiences (e.g., Virtual Field project; thevirtualfield.org).…”

Innovation in teaching and learning invertebrate zoology in remote and online classrooms

“…Field trips are valuable for biology students; these first‐hand experiences, provide enhanced context to learning, sharpen observation and perception skills, stimulate interest, engagement, and motivation, and offer opportunities for social interaction with classmates and the instructor (Rahman & Spafford, 2009; Larsen et al, 2017; Zavaleta et al, 2020). Although the COVID‐19 pandemic has made traditional field trips impossible—at least in the same manner as many instructors are used to—several invertebrate biology educators have devised field‐based course components to leverage the impact of field opportunities and independent research on undergraduate education.…”