An innovative approach to using an intensive field course to build scientific and professional skills. Issue 10 (22nd October 2022)

• Record Type: Journal Article
• Authors: Nicotra, Adrienne B.; Geange, Sonya R.; Bahar, Nur H. A.; Carle, Hannah; Catling, Alexandra; Garcia, Andres; Harris, Rosalie J.; Head, Megan L.; Jin, Marvin; Whitehead, Michael R.; Zurcher, Hannah; Beckmann, Elizabeth A.
• Is Part Of: Ecology and evolution. Volume 12:Issue 10(2022)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2022-10-22
• Subjects: cognitive apprenticeship -- field course -- fieldwork -- functional ecology -- researcher identity -- university teaching; Ecology -- Periodicals; Evolution -- Periodicals; 577.05
• DOI: 10.1002/ece3.9446
• Languages: English
• ISSNs: 2045-7758

Abstract

Abstract: This paper reports on the design and evaluation of Field Studies in Functional Ecology (FSFE), a two‐week intensive residential field course that enables students to master core content in functional ecology alongside skills that facilitate their transition from "student" to "scientist." We provide an overview of the course structure, showing how the constituent elements have been designed and refined over successive iterations of the course. We detail how FSFE students: (1) Work closely with discipline specialists to develop a small group project that tests an hypothesis to answer a genuine scientific question in the field; (2) Learn critical skills of data management and communication; and (3) Analyze, interpret, and present their results in the format of a scientific symposium. This process is repeated in an iterative "cognitive apprenticeship" model, supported by a series of workshops that name and explicitly instruct the students in "hard" and "soft" skills (e.g., statistics and teamwork, respectively) critically relevant for research and other careers. FSFE students develop a coherent and nuanced understanding of how to approach and execute ecological studies. The sophisticated knowledge and ecological research skills that they develop during the course is demonstrated through high‐quality presentations and peer‐reviewed publications in an open‐access, student‐led journal. We outline our course structure and evaluate its efficacy to show how this novel combination of field course elements allows students to gain maximum value from their educational journey, and to develop cognitive, affective, and reflective tools to help apply their skills as scientists. Abstract : Using extensive evaluation data, we show how field studies support students to develop a coherent and nuanced understanding of how to approach and execute ecological studies. We illustrate how field course elements can be used to provide cognitive, affective, and reflective tools that allow students to gain maximum value from their educational journey, and the confidence to consider research in their future careers.