Citations (26)
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Read on this site (13)
Bridget T. Kelly, Robyn Mieko Dahl, William T. Phelps & Mary L. Droser. (2023) Strengthening geoscience educational pathways for underrepresented students from two-year to four-year institutions. Journal of Geoscience Education 0:0, pages 1-12.
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Araitz Uskola & Nahia Seijas. (2023) Use of data obtained in the field and its contribution to the process of construction of the geological change model by preservice elementary teachers. Research in Science & Technological Education 41:4, pages 1330-1349.
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Avery Cook Shinneman. (2023) Welcome to the field: A survey on practices in introductory geoscience field skills in the USA. Journal of Geoscience Education 0:0, pages 1-13.
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Ennea Fairchild, Julie Sexton, Harmony Newman, Krystal Hinerman, Jessica McKay & Eric Riggs. (2023) A qualitative study of marginalized students’ academic, physical, and social self-efficacy in a multiweek geoscience field program. Journal of Geoscience Education 0:0, pages 1-13.
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Lauren Hoyer & Warwick W. Hastie. (2023) Geoscience undergraduate students’ perceptions of how field work and practical skills influence their conceptual understanding and subject interest. Journal of Geoscience Education 71:2, pages 158-176.
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Corene J. Matyas, Kathryn A. Stofer, Heidi J. L. Lannon, Jasmeet Judge, Bobby Hom & Brandan A. Lanman. (2022) Despite challenges, 2-year college students benefit from faculty-mentored geoscience research at a 4-year university during an extracurricular program. Journal of Geoscience Education 70:3, pages 354-367.
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Kusali Gamage, James McCall, Hugh Daigle & Chammi Miller. (2022) Supporting STEM transfer students through cross-institutional undergraduate research experiences. Journal of Geoscience Education 70:3, pages 339-353.
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Jabari C. Jones & Susan Washko. (2022) More than fun in the sun: The pedagogy of field trips improves student learning in higher education. Journal of Geoscience Education 70:3, pages 292-305.
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Megan Franks Plenge, Bryant L. Hutson & Lauren E. Graniero. (2022) The BeAMS project: Using inquiry and modeling to introduce students to the research process in an introductory geology laboratory. Journal of Geoscience Education 70:3, pages 368-383.
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Daniel David Gregory, Heidi Elizabeth Tomes, Sofia L. Panasiuk & A. Julia Andersen. (2022) Building an online field course using digital and physical tools including VR field sites and virtual core logging. Journal of Geoscience Education 70:1, pages 85-100.
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Judith K. Turk & Rebecca A. Young. (2022) A novel approach for teaching soil texture estimation: Replacing standard protocols with directed self-calibration. Journal of Geoscience Education 70:1, pages 40-55.
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Lily S. Pfeifer, Michael J. Soreghan, Kelly K. Feille, Gerilyn S. Soreghan, Gary S. Weissmann, Robert A. Ibarra & Wesley A. Stroud. (2021) Activation of the Multicontext model in a field-based program for traditionally underserved students. Journal of Geoscience Education 69:1, pages 85-95.
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Avery L.C. Shinneman, Shane Loeffler & Amy E. Myrbo. (2020) Self-guided field trips allow flexibility in undergraduate student introductory field experiences. Journal of Geoscience Education 68:4, pages 371-379.
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Articles from other publishers (13)
Nia Morales & Darryl Reano. (2023) Critically Assessing Undergraduate Field Experiences: Understanding Conceptualizations and Opportunities for Building Inclusive Programs. Integrative And Comparative Biology 63:1, pages 66-78.
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Rebecca A. Young, Judith K. Turk, Nicolas A. Jelinski, Amber D. Anderson, Kerry M. Clark, Ashlee Dere, Colby J. Moorberg, Kristopher Osterloh & DeAnn Presley. (2023) Jumble judging: Cognitive and affective outcomes of intercollegiate collaboration at a soil judging competition. Natural Sciences Education 52:1.
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Nagash Clarke, Joi-Lynn Mondisa, Becky Wai-Ling Packard, Carin Queener Schemanske, Anu Tuladhar & Kinnis Gosha. (2023) Examining the role of computing identity in the computing experiences of women and racially minoritized undergraduates: a literature review. Journal of Computing in Higher Education.
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Kira A. Treibergs, David Esparza, Jeannie A. Yamazaki, Marc Goebel & Michelle K. Smith. (2022) How do introductory field biology students feel? Journal reflections provide insight into student affect. Ecology and Evolution 12:11.
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Sasha Carter & Debi Kilb. (2022)
Flash Mob Science
: from Landmarks to Love Hz
. Seismological Research Letters 93:5, pages 2871-2881.
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Stephanie Shaulskiy, Alison Jolley & Kari O’Connell. (2022) Understanding the Benefits of Residential Field Courses: The Importance of Class Learning Goal Orientation and Class Belonging. CBE—Life Sciences Education 21:3.
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Amanda N. Robin, Alicia A. Farmer, Kari O'Connell, Alison K. Varty, James A. Hewlett & Jimmy W. Lee. (2022) Community College Students in the Field: A review of a Community Conversation on Successful Programs and Strategies. The Bulletin of the Ecological Society of America 103:3.
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Chris Mead, Geoffrey Bruce, Wendy Taylor, Sanlyn Buxner & Ariel D. Anbar. (2022) Gamifying Virtual Exploration of the Past 350 Million Years of Vertebrate Evolution. Frontiers in Education 7.
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Kari O'Connell, Kelly L Hoke, Michael Giamellaro, Alan R Berkowitz & Janet Branchaw. (2022) A Tool for Designing and Studying Student-Centered Undergraduate Field Experiences: The UFERN Model. BioScience 72:2, pages 189-200.
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Erin E. Shortlidge, Alison Jolley, Stephanie Shaulskiy, Emily Geraghty Ward, Christopher N. Lorentz & Kari O'Connell. (2021) A resource for understanding and evaluating outcomes of undergraduate field experiences. Ecology and Evolution 11:23, pages 16387-16408.
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Alexandra I. Race, Maria De Jesus, Roxanne S. Beltran & Erika S. Zavaleta. (2021) A comparative study between outcomes of an in‐person versus online introductory field course. Ecology and Evolution 11:8, pages 3625-3635.
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Rachel K. Owen, Amber Anderson, Ammar Bhandari, Kerry Clark, Morgan Davis, Ashlee Dere, Nic Jelinski, Colby Moorberg, Kristopher Osterloh, DeAnn Presley, Judith Turk & Rebecca Young. (2021) Evaluating student attitudes and learning at remote collegiate soil judging events. Natural Sciences Education 50:2.
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Barbara Bruno, Cherryle Heu & Grady Weyenberg. (2020) How Do Advisor Assessments of Diverse Undergraduate Researchers Compare with the Students’ Self-Assessments? And What Does This Imply for How We Train and Assess Students?. Oceanography 33:2.
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