The Power of Place in Ecology Education
Imagine standing atop a rugged alpine peak with a small group of fellow scientists-in-training. The air is thin, the vistas breathtaking, and the nearest civilization hours away. For incoming ecology and evolutionary biology (EEB) graduate students, such settings are becoming recognized as far more than picturesque landscapes—they are crucial incubators for scientific identity and belonging that may hold the key to solving some of our most pressing environmental challenges.
The transition to graduate school represents a pivotal juncture in scientific career pathways, particularly in field-based disciplines like ecology and evolutionary biology. Many emerging scientists experience what researchers call "imposter phenomenon"—that nagging feeling of not being good enough despite evidence of their capabilities. This is especially true for students from groups historically marginalized in STEM fields, who often face additional barriers to finding their place in scientific communities .
Recent research reveals an intriguing solution: place-based fieldwork programs intentionally designed to foster community and scientific identity. A groundbreaking two-year study examining the FIRED UP (Field-Intensive Research Emphasizing Diversity UP in the alpine) program at the University of Colorado Boulder demonstrates how remote field stations and discipline-specific locations can dramatically enhance graduate student experiences, creating stronger scientific communities and more confident researchers 1 2 .
| Aspect | Traditional Laboratory Approach | Place-Based Field Approach |
|---|---|---|
| Community Building | Often occurs incidentally through departmental events | Intentionally designed through shared experiences in remote locations |
| Skill Development | Typically learned in controlled laboratory settings | Developed through authentic field challenges and problem-solving |
| Identity Formation | Emerges gradually over first year | Accelerated through immersive disciplinary practice |
| Connection to Discipline | Abstract, mediated through coursework | Direct, through hands-on work in relevant ecosystems |
Comparison of educational approaches in ecology graduate training 1
At its core, place-based education represents a pedagogical approach that situates learning in specific environments where ecological, cultural, historical, and personal elements interact to shape student experiences 1 . Unlike traditional classroom learning, place-based education leverages the unique attributes of a location to create rich, transdisciplinary learning opportunities that engage students cognitively and emotionally.
In ecology and evolutionary biology, fieldwork is inherently place-based—it involves collecting data in outdoor settings to understand the natural world 1 . But the latest research suggests that the "place" in place-based education does more than provide a context for learning technical skills—it actively contributes to forming scientific identities and fostering lasting professional relationships.
The transformative potential of place-based fieldwork can be understood through Self-Determination Theory (SDT), a psychological framework that identifies three basic human needs essential for motivation and persistence: autonomy, competence, and relatedness 1 .
When students conduct research in remote field locations, something remarkable happens:
Researchers have discovered that place interacts with emotion, aesthetics, and values to create what they term "Connections with Earth"—a complex relationship between students and the biological, ecological, or geological places where they engage with science 1 . These connections, when developed alongside peers, become foundational to long-term interest and persistence in ecological disciplines.
| Psychological Need | How Place-Based Fieldwork Provides Support | Long-Term Outcome |
|---|---|---|
| Autonomy | Remote locations outside comfort zones encourage self-direction and adaptation | Increased academic resilience and confidence in navigating challenges |
| Competence | Opportunities to practice authentic disciplinary skills in real-world settings | Stronger research self-efficacy and scientific identity |
| Relatedness | Shared experiences in isolated locations build natural community bonds | Enhanced sense of belonging and persistence in scientific careers |
How place-based fieldwork supports psychological needs according to Self-Determination Theory 1
To understand exactly how place fosters belonging and scientific identity, researchers conducted an in-depth, two-year program evaluation of the FIRED UP field experience. This pregraduate field program was specifically designed to emphasize diversity while building field skills and cohort bonding .
The research team employed a qualitative approach, collecting data through multiple channels:
This multi-method design allowed researchers to capture rich data about how students' identities interacted with program components and how the alpine field location influenced their sense of belonging in ecological science.
The findings revealed several powerful ways that the remote alpine location contributed to student development:
The remote location played an indispensable role in community development. Physical separation from everyday distractions and proximity to peers created ideal conditions for meaningful connections to form naturally 1 .
Being in a discipline-focused location allowed students to "try on" being ecologists through authentic research practices. The alpine environment provided the perfect context for students to enact disciplinary skills while working on relevant ecological problems 1 .
The physical demands of alpine fieldwork presented students with formative challenges that, when overcome with peer support, enhanced their academic resilience and self-confidence 1 .
Perhaps most importantly, the research revealed that these place-based experiences were particularly impactful for students from groups historically marginalized in STEM fields. The intentional program design helped mitigate structural barriers that often hinder persistence in ecological disciplines .
| Element of Place | Transformative Function | Student Outcome |
|---|---|---|
| Remote Location | Creates physical separation from distractions and normal social roles | Accelerated community bonding and cohort identity |
| Discipline-Relevant Ecosystem | Provides context for authentic research practice | Strengthened disciplinary identity and research self-efficacy |
| Shared Living Spaces | Encourages informal interaction and relationship building | Enhanced sense of belonging and professional networks |
| Formative Physical Challenges | Presents manageable difficulties to overcome | Increased resilience and confidence in navigating academic challenges |
Key elements of place-based experiences and their impacts on student development 1
Field ecology requires both technical and interpersonal tools to succeed. Based on the research into effective field experiences, here are the essential components that foster belonging and science identity:
| Component | Function | Role in Fostering Belonging |
|---|---|---|
| Remote Field Stations | Isolate students from distractions while providing research infrastructure | Creates conditions for intense community formation through shared experience |
| Discipline-Specific Ecosystems | Serve as living laboratories for authentic research | Allows students to practice being scientists in relevant contexts |
| Structured Mentorship | Provides guidance while encouraging independence | Builds professional networks and supports identity development |
| Collaborative Research Projects | Require teamwork to address scientific questions | Develops communication skills and mutual reliance among cohort members |
| Unstructured Downtime | Allows for informal social interaction | Fosters personal connections that form the foundation of professional community |
| Shared Physical Challenges | Creates common experiences of adaptation and problem-solving | Builds group resilience and collective confidence |
Essential components of effective field research experiences 1 2
Research shows that place-based experiences significantly enhance key developmental areas for ecology graduate students:
Based on student self-reporting in the FIRED UP study 1
The most effective field experiences balance structured and unstructured elements:
Recommended distribution of activities in field-based programs 1
This research demonstrates that place functions as far more than a passive backdrop for learning—it actively participates in the formation of scientific identity. When graduate students conduct research in meaningful locations, they aren't just learning about ecosystems—they're learning how to be scientists within those ecosystems. This distinction is crucial for understanding why place-based experiences can be so transformative 1 .
The findings also highlight how place attachment—the emotional bond between person and place—develops in tandem with science identity. As students build competence in field skills, they also develop deeper connections to the places where those skills are practiced. This dual development creates powerful motivations for persisting in ecological disciplines 1 .
While this research focused on ecology and evolutionary biology, the implications extend to other field-based disciplines. Geology, archaeology, anthropology, and environmental science could all benefit from intentionally designed place-based experiences that attend to the psychological needs of autonomy, competence, and relatedness.
The findings also offer guidance for creating more inclusive scientific communities. By recognizing how different students experience place and fieldwork, programs can be designed to minimize barriers and maximize opportunities for all students to develop strong science identities .
As we face increasingly complex environmental challenges, from climate change to biodiversity loss, we need diverse, resilient, and collaborative scientific communities. The research on place-based fieldwork suggests that investing in remote field stations and intentionally designed field experiences may be among our most powerful strategies for developing the scientists we need.
The implications extend beyond graduate education to how we think about scientific training more broadly. If we want scientists who can work across disciplines, navigate challenging conditions, and form inclusive communities, we would do well to take them out of the laboratory and classroom and into the field—where place can work its transformative magic.
By creating spaces that nurture collaboration, allow students to enact disciplinary skills, and present formative challenges, we aren't just teaching ecology—we're cultivating ecologists. And that may make all the difference in addressing the complex environmental problems of our time.