Two-Year Community: Design and Components of a Two-Year College Interdisciplinary Field-Study Course

Wolfe, Benjamin; Martin, Todd

doi:10.2505/4/jcst13_043_01_16

Cited by 3 publications

(1 citation statement)

References 16 publications

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“…Intensive field courses allow students to get to know science faculty members in a less formal outdoor setting, and provide students with memorable experiences that make them more likely to explore science-related career paths [34,35]. Wolfe and Martin [36] taught an interdisciplinary Earth and Life Science field course during which students were asked to respond to open-ended questions and to draw inferences about one site based on their observations at another. While this course was not a CURE, the open-ended nature of the questions and student reflections in course journals allowed for an immersive experience in which students refined their observation and science inquiry skills.…”

Section: Cures and Field Experiencesmentioning

confidence: 99%

“Two Sides of the Same Coin”: Benefits of Science–Art Collaboration and Field Immersion for Undergraduate Research Experiences

Sandrin,

Ball,

Arora

2024

Education Sciences

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This study examined how incorporating art into an upper-level undergraduate field-based ecology research course influenced students’ communication and collaboration skills, their career goals, and how they conceptualized the scientific method. Student pairs designed an independent research study that used artwork and a scientific research poster to disseminate their findings at an end-of-term exhibit. Students enrolled in either a local or a (subsidized) travel abroad section of the course. Students in both sections found new or deeper connections between art and science, developed a more sophisticated understanding of the science method, became more confident with their science skills, and reported an expanded perspective on their future careers (often including field work and a wider geographic job search). Science–art student teams indicated they wanted more opportunities for collaborative work in the future, and that their final products were more professional due to their collaborations, as compared to science–science teams. Additionally, the travel abroad students benefitted from experiencing new ecosystems and cultures, from working with science and art professionals from other countries, and from working in an isolated field station without distractions.

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Section: Cures and Field Experiencesmentioning

confidence: 99%