Short, early field research courses as a model to increase equity in ecology

Abstract

Abstract Ecology lags among STEM disciplines in terms of recruiting and retaining undergraduate students from marginalized groups. A keystone element of many ecologists' training is an emphasis on field experiences at the undergraduate level, such as field research courses (FRCs), which involve undergraduates in research. FRCs and similar field experiences common in ecology (e.g., field technician position, thesis research) have been shown to increase feelings of self‐efficacy and belonging in students who engage with them, including students in marginalized groups. However, the design and implementation of many FRCs and other field experiences create barriers that prevent or limit successful engagement with marginalized students. Here, we present an established FRC model designed to decrease barriers to participation and propose strategies for assessing the success of such FRCs. We decreased many of these barriers by developing a sophomore‐level, one‐weekend, required FRC held at an ADA‐compliant research learning center in a national park at little‐to‐no cost to students. We review instruments useful for assessing the diverse positive outcomes of field experiences and present preliminary analysis for our course model, showing this course increases students' research self‐efficacy and sense of belonging. We believe that this course is a positive example of how intentionality in course design can generate a more equitable experience for students of ecology.

Keywords

• barriers
• broadening participation in fieldwork
• ecology
• field courses
• field research course
• inclusion