Cargando…

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 studen...

Descripción completa

Detalles Bibliográficos
Autores principales: Shortlidge, Erin E., Jolley, Alison, Shaulskiy, Stephanie, Geraghty Ward, Emily, Lorentz, Christopher N., O'Connell, Kari
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8668733/
https://www.ncbi.nlm.nih.gov/pubmed/34938443
http://dx.doi.org/10.1002/ece3.8241
_version_ 1784614637905379328
author Shortlidge, Erin E.
Jolley, Alison
Shaulskiy, Stephanie
Geraghty Ward, Emily
Lorentz, Christopher N.
O'Connell, Kari
author_facet Shortlidge, Erin E.
Jolley, Alison
Shaulskiy, Stephanie
Geraghty Ward, Emily
Lorentz, Christopher N.
O'Connell, Kari
author_sort Shortlidge, Erin E.
collection PubMed
description 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.
format Online
Article
Text
id pubmed-8668733
institution National Center for Biotechnology Information
language English
publishDate 2021
publisher John Wiley and Sons Inc.
record_format MEDLINE/PubMed
spelling pubmed-86687332021-12-21 A resource for understanding and evaluating outcomes of undergraduate field experiences Shortlidge, Erin E. Jolley, Alison Shaulskiy, Stephanie Geraghty Ward, Emily Lorentz, Christopher N. O'Connell, Kari Ecol Evol Academic Practice in Ecology and Evolution 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. John Wiley and Sons Inc. 2021-11-19 /pmc/articles/PMC8668733/ /pubmed/34938443 http://dx.doi.org/10.1002/ece3.8241 Text en © 2021 The Authors. Ecology and Evolution published by John Wiley & Sons Ltd. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
spellingShingle Academic Practice in Ecology and Evolution
Shortlidge, Erin E.
Jolley, Alison
Shaulskiy, Stephanie
Geraghty Ward, Emily
Lorentz, Christopher N.
O'Connell, Kari
A resource for understanding and evaluating outcomes of undergraduate field experiences
title A resource for understanding and evaluating outcomes of undergraduate field experiences
title_full A resource for understanding and evaluating outcomes of undergraduate field experiences
title_fullStr A resource for understanding and evaluating outcomes of undergraduate field experiences
title_full_unstemmed A resource for understanding and evaluating outcomes of undergraduate field experiences
title_short A resource for understanding and evaluating outcomes of undergraduate field experiences
title_sort resource for understanding and evaluating outcomes of undergraduate field experiences
topic Academic Practice in Ecology and Evolution
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8668733/
https://www.ncbi.nlm.nih.gov/pubmed/34938443
http://dx.doi.org/10.1002/ece3.8241
work_keys_str_mv AT shortlidgeerine aresourceforunderstandingandevaluatingoutcomesofundergraduatefieldexperiences
AT jolleyalison aresourceforunderstandingandevaluatingoutcomesofundergraduatefieldexperiences
AT shaulskiystephanie aresourceforunderstandingandevaluatingoutcomesofundergraduatefieldexperiences
AT geraghtywardemily aresourceforunderstandingandevaluatingoutcomesofundergraduatefieldexperiences
AT lorentzchristophern aresourceforunderstandingandevaluatingoutcomesofundergraduatefieldexperiences
AT oconnellkari aresourceforunderstandingandevaluatingoutcomesofundergraduatefieldexperiences
AT shortlidgeerine resourceforunderstandingandevaluatingoutcomesofundergraduatefieldexperiences
AT jolleyalison resourceforunderstandingandevaluatingoutcomesofundergraduatefieldexperiences
AT shaulskiystephanie resourceforunderstandingandevaluatingoutcomesofundergraduatefieldexperiences
AT geraghtywardemily resourceforunderstandingandevaluatingoutcomesofundergraduatefieldexperiences
AT lorentzchristophern resourceforunderstandingandevaluatingoutcomesofundergraduatefieldexperiences
AT oconnellkari resourceforunderstandingandevaluatingoutcomesofundergraduatefieldexperiences