Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Course‐based undergraduate research to advance environmental education, science, and resource management
AU - L. Messager, Mathis
AU - Comte, Lise
AU - Couto, Thiago
AU - Koontz, Elliot
AU - Kuehne, Lauren
AU - Rogosch, Jane
AU - Stiling, Rebeka
AU - Olden, Julian D.
PY - 2022/9/30
Y1 - 2022/9/30
N2 - Every year, field excursions engage students of ecology in experiential learning that results in wide-ranging and well-documented pedagogical benefits. Much less appreciated, however, is the potential for these excursions to contribute long-term data that advance scientific knowledge and natural resource management. Here we explore this potential by providing a global synthesis of field data collection, mapping the geography, temporal extent, and type of data collected by students worldwide, and calling attention to the associated benefits and challenges for course instructors. We then offer perspectives on how undergraduate courses in ecology can more broadly contribute to science, management, and policy. Finally, we highlight how several aspects – namely, existing frameworks, resources, and networks; enhanced institutional support; and synergies with the broader science community – can help undergraduate ecology courses achieve their full potential for contributing to both education and science for society.
AB - Every year, field excursions engage students of ecology in experiential learning that results in wide-ranging and well-documented pedagogical benefits. Much less appreciated, however, is the potential for these excursions to contribute long-term data that advance scientific knowledge and natural resource management. Here we explore this potential by providing a global synthesis of field data collection, mapping the geography, temporal extent, and type of data collected by students worldwide, and calling attention to the associated benefits and challenges for course instructors. We then offer perspectives on how undergraduate courses in ecology can more broadly contribute to science, management, and policy. Finally, we highlight how several aspects – namely, existing frameworks, resources, and networks; enhanced institutional support; and synergies with the broader science community – can help undergraduate ecology courses achieve their full potential for contributing to both education and science for society.
U2 - 10.1002/fee.2507
DO - 10.1002/fee.2507
M3 - Journal article
VL - 20
SP - 431
EP - 440
JO - Frontiers in Ecology and the Environment
JF - Frontiers in Ecology and the Environment
SN - 1540-9295
IS - 7
ER -