Editor's Notebook

Unexpected field experiences arise when one is stuck somewhere—perhaps in a waiting room for a medical professional, on a highway behind a truck accident, or in a tent after a surprise snowstorm. You had plans, but instead you have a chance to observe humans interacting with their environments or to consider how the processes of the earth continue to shape human existence. Scientists recognize that they cannot always carefully plan when and where to conduct experiments, so funders have created programs such as the National Science Foundation's (NSF) Rapid Response Research (RAPID). “RAPID is a type of proposal used when there is a severe urgency with regard to availability of, or access to, data, facilities or specialized equipment, including quick-response research on natural or anthropogenic disasters and similar unanticipated events” (National Science Foundation 2017, 40). Successful work in an unforeseen project arises when researchers are ready to propel ideas forward, building on previous efforts, such as investigating a particular geographic region or trying to learn about the spread of infectious diseases. The unpredictable prospect of studying a phenomenon unfolding in real time brings a chance to test field methods and skills. Watching for the right opportunity is important in research. Teachers must impart to students that time in the classroom is valuable because it prepares them to go out into the world to investigate and inquire.

The field experiences described in this issue are designed to be planned and executed with care so that students will gain maximum benefit from the work done outside of traditional lectures. Alberts and Niendorf spend weeks preparing for travel and exploration abroad so that their students have the appropriate context in which to understand the past and present in Germany. Moran and Trent engage Wyoming teachers in developing local field experiences to expose students to new information and to take advantage of the students' knowledge of local culture. Dickens combines geography and art to guide students in looking at urban areas in news ways, while Mater outlines a Family Geography Night that takes participants to unexpected places.

May you use these observations as a launch point for your own explorations without being so caught up in the planned field activity that you overlook the opportunity to bring new ideas into the discussion. Students will not only master geography skills and content from being out in the field but also learn how to observe, analyze, and discern the importance of data. Those experiences will serve them well for unexpected field exploration.

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Rebecca Theobald

Rebecca Theobald earned doctoral and master's degrees in Geography from the University of Colorado at Boulder and a bachelor's degree in Political Science from Middlebury College. As an expatriate parent in Brussels, she was curious about that country's approach to choice in education and examined patterns of parental choice in elementary schools in Colorado Springs. She currently holds an appointment as Assistant Research Professor in the Department of Geography and Environmental Studies at the University of Colorado Colorado Springs, where she coordinates the Colorado Geographic Alliance. Recent research has included analysis of the cycle of adoption of new technologies by K–12 educators and the paths geospatial technology is following in light of previous technology adaptations. She is a member of the Association of American Geographers and the National Council for Geographic Education and a fellow of the Salzburg Seminar.