Geoscientists’ perceptions of the value of undergraduate field education

Astrobiology-Related Virtual Field Trips in Higher Education Settings: A Six-Year Study

Abstract Astrobiology-related laptop-delivered 360-degree immersive Virtual Field Trips (VFTs) are increasingly used in higher education. However, the literature remains sparse on the experiences in approach to pedagogy and what works and what does not in attaining the intended outcomes. Part of the reason for that has been the limitation on the cost of making this educationally promising type of VFT in terms of time and money, but various initiatives are addressing these two limiting factors. Thus, the pedagogical aspects underpinning making this type of VFT remain largely unexplored. We experimented with the 360-degree VFTs for an astrobiological field site that attracts global researcher interest-the Pilbara Craton of Western Australia, where the world's best preserved and most convincing evidence of early life on Earth exists, from 3.48 billion years ago. Our challenge was to engage final-year undergraduate science students-with little to no geology background-with this field site without visiting it, because of the remote location, safety considerations, and cost. Another consideration was that the astrobiology course in which the VFT resides is fully online, so students not currently residing in Australia can enroll, adding to practical logistical problems for field work. We present our experiences over six years of data in which one pedagogical change stood out above all others-introducing a handwritten field notebook for a VFT-suggesting that it is a key pedagogical consideration for field-related VFTs.

University Title IX Requirements have Chilling Effect on Gender Discrimination Research: A Call for a More Nuanced Approach

The full extent of gender discrimination in university settings remains uncertain. More research is needed to understand the scope of gender discrimination experiences in universities and to develop effective prevention approaches. However, Title IX and Institutional Review Board policies may hinder researchers' abilities to study gender discrimination in university settings. In this paper, we describe our experience working with the Institutional Review Board and Title IX offices to obtain approval for researching gender discrimination in university settings. We provide recommendations for how universities can enable gender discrimination research and follow Title IX policies.

Understanding the Benefits of Residential Field Courses: The Importance of Class Learning Goal Orientation and Class Belonging

While previous literature finds many benefits to participation in undergraduate field courses, the mechanisms for how these benefits develop is still unknown. This study explores these mechanisms and any unique benefits of field courses by examining results from pre and post surveys about scientific literacy, future science plans, and motivation and belonging for undergraduate students who took courses in one field station setting (n = 249) and one traditional on-campus setting (n = 118). We found positive associations between the field station setting and scientific literacy as well as future science plans. In addition, this study finds support for the serial and multiple mediation of class learning goal orientation and class belonging in explaining the relationships between the field station setting and scientific literacy as well as future science plans. The results of this study have implications for enhancing field course design and increasing access and inclusion.

A Tool for Designing and Studying Student-Centered Undergraduate Field Experiences: The UFERN Model

Undergraduate field experiences (UFEs), where students learn and sometimes live together in nature, are critical for the field-based science disciplines. The Undergraduate Field Experiences Research Network (UFERN) brings together UFE educators and researchers to improve and broaden participation in field education. Integrating research on UFEs and general STEM education and the expertise of the UFERN community, we present a model and evidence that describes the impact of intended student outcomes, student context factors, and program design factors on UFE student outcomes. The UFERN model is relevant for a diversity of UFE formats and the diverse students potentially engaged in them, and it supports the field science community to consider a range of ways students can engage with the field. The UFERN model can be applied to guide the design, implementation, and evaluation of student-centered UFEs and to guide research on the mechanisms underlying outcomes across UFE formats and disciplines.

A resource for understanding and evaluating outcomes of undergraduate field experiences

Undergraduate field experiences (UFEs) are a prominent element of science education across many disciplines; however, empirical data regarding the outcomes are often limited. UFEs are unique in that they typically take place in a field setting, are often interdisciplinary, and include diverse students. UFEs range from courses, to field trips, to residential research experiences, and thereby have the potential to yield a plethora of outcomes for undergraduate participants. The UFE community has expressed interest in better understanding how to assess the outcomes of UFEs. In response, we developed a guide for practitioners to use when assessing their UFE that promotes an evidence-based, systematic, iterative approach. This essay guides practitioners through the steps of: identifying intended UFE outcomes, considering contextual factors, determining an assessment approach, and using the information gained to inform next steps. We provide a table of common learning outcomes with aligned assessment tools, and vignettes to illustrate using the assessment guide. We aim to support comprehensive, informed assessment of UFEs, thus leading to more inclusive and reflective UFE design, and ultimately improved student outcomes. We urge practitioners to move toward evidence-based advocacy for continued support of UFEs.

Situating space: using a discipline-focused lens to examine spatial thinking skills

Spatial skills are an important component of success in science, technology, engineering, and math (STEM) fields. A majority of what we know about spatial skills today is a result of more than 100 years of research focused on understanding and identifying the kinds of skills that make up this skill set. Over the last two decades, the field has recognized that, unlike the spatial skills measured by psychometric tests developed by psychology researchers, the spatial problems faced by STEM experts vary widely and are multifaceted. Thus, many psychological researchers have embraced an interdisciplinary approach to studying spatial thinking with the aim of understanding the nature of this skill set as it occurs within STEM disciplines. In a parallel effort, discipline-based education researchers specializing in STEM domains have focused much of their research on understanding how to bolster students' skills in completing domain-specific spatial tasks. In this paper, we discuss four lessons learned from these two programs of research to enhance the field's understanding of spatial thinking in STEM domains. We demonstrate each contribution by aligning findings from research on three distinct STEM disciplines: structural geology, surgery, and organic chemistry. Lastly, we discuss the potential implications of these contributions to STEM education.