How Field Courses Are Building a More Inclusive Future for Ecology
Transforming ecology education through inclusive field experiences that build persistence and create belonging
A Bridge to Belonging in Science
For many, the image of a field ecologist is a solitary figure in a remote wilderness, but this picture is changing. In the face of concerning demographic disparities and high dropout rates for certain student groups in the biological sciences, a powerful and transformative tool has emerged: the inclusive field course. Recent educational research reveals that these hands-on, community-focused experiences are not just teaching students about nature—they are fundamentally building the persistence needed to diversify and strengthen the fields of ecology and evolutionary biology 1 6 .
For too long, exclusive structures and "weed-out" cultures have created barriers for students from historically underrepresented groups 1 . Field courses, particularly early in a student's college career, are now being recognized as a powerful antidote. By combining rigorous science with a holistic, community-building approach, they are narrowing achievement gaps and creating a new generation of ecologists who finally see themselves as belonging in science 1 3 .
The Power of Place: More Than Just a Field Trip
What Makes a Field Course "Inclusive"?
An inclusive field course is intentionally designed to be more than just an outdoor lecture. It moves away from a deficit-oriented perspective and instead adopts an asset-based approach that recognizes the whole student and their lived experiences 1 . These courses are characterized by:
Robust Logistics
Providing essential gear and transportation to remove financial hurdles 3 .
Community Focus
Building peer networks and collaborative learning environments.
The Confidence Catalyst
The impact of these experiences is profound. A landmark study at the University of California, Santa Cruz, a large Hispanic-Serving Institution, followed students in a non-majors course, "Introduction to Field Research and Conservation" 1 . Using a mixed-methods approach, researchers administered the Persistence in the Sciences (PITS) survey to field course students and a control group in a traditional lecture course 1 .
The results were striking. Field course participants scored higher on all science identity items than their peers in the lecture course. Crucially, students from underrepresented minority groups scored similarly to or higher than their well-represented peers on each of the six PITS survey components, which include project ownership, self-efficacy, and scientific identity 1 .
A Closer Look: The UC Santa Cruz Experiment
Measuring a Transformation
To understand how field courses catalyze this change, let's examine the UC Santa Cruz study in detail 1 .
- Course Structure: A 10-week, two-unit course with weekly lectures and four field trips (two day trips, two overnight trips).
- Participants: Frosh and transfer students from all majors, with demographics reflecting the university's diverse population.
- Data Collection: Researchers used a comprehensive, mixed-methods approach including PITS surveys, reflective journals, focus groups, and participant observation 1 .
Why Field Courses Work
The qualitative data revealed the powerful, underlying themes that drive the quantitative gains. Students reported significant growth in several key areas 1 :
These themes interacted and reinforced each other throughout the course, especially from the initial overnight field trip to the final one, creating a supportive ecosystem where students could thrive 1 .
Data Deep Dive: The Numbers Behind the Change
Field Course vs. Lecture Course
| PITS Survey Component | Field Course | Lecture Course |
|---|---|---|
| Science Identity | Significantly Higher | Baseline |
| Science Self-Efficacy | Significantly Higher | Baseline |
| Project Ownership (Content) | Significantly Higher | Baseline |
| Project Ownership (Emotion) | Significantly Higher | Baseline |
| Networking | Significantly Higher | Baseline |
| Science Community Values | Significantly Higher | Baseline |
Source: Adapted from Beltran et al. (2021). Synopsis: Field courses have been identified as powerful tools for student success in science 1 .
Underrepresented Minority Students
| Student Group | Science Identity | Self-Efficacy |
|---|---|---|
| UREM Students | Similarly High | Similarly High |
| Well-Represented Students | Baseline High | Baseline High |
Source: Adapted from Beltran et al. (2021). "Field course students from underrepresented minority groups also scored similarly to or higher than their well-represented peers..." 1 .
Student-Reported Qualitative Gains from Field Courses
Source: Qualitative analysis of journal entries, focus groups, and interviews from the UCSC study 1 .
The Scientist's Toolkit: Essentials for an Inclusive Field Course
Creating a successful inclusive field course requires more than just a syllabus. It demands a carefully curated set of physical and philosophical tools.
Rich, Long-term Data Sets
Allows students to investigate complex questions, even if they cannot participate in all fieldwork due to accessibility, work, or family commitments 3 .
Gear Loan Library
Reduces financial barriers by providing essential items like binoculars, weather apparel, and camping gear 3 .
Structured Onboarding
Sets transparent expectations, ensuring students without prior experience are not disadvantaged 3 .
Peer Cohort Model
Creates an instant support network, fostering a sense of belonging and shared purpose 1 3 .
Near-Campus Field Sites
Makes field courses more accessible and logistically feasible for a wider range of students 6 .
Cultivating the Future of Ecology
The evidence is clear: inclusive field courses are a transformative learning experience 6 . They are a critical intervention for building persistence, not by making science easier, but by making it more accessible, communal, and personally meaningful. The confidence, identity, and community forged on these trips empower students from all backgrounds to see a future for themselves in science.
As the scientific community continues to grapple with issues of diversity and inclusion, the strategic expansion of these field-based opportunities represents a clear path forward. By investing in these experiences, we are not just teaching students about ecology and evolution; we are actively building a more robust, diverse, and inclusive scientific community for generations to come 1 3 4 .
