References
- American Association for the Advancement of Science. (2011). Vision and change in undergraduate biology education » Final Report. Retrieved May 11, 2020, from https://visionandchange.org/finalreport/
- Auchincloss, L., Laursen, S., Branchaw, J., Eagan, K., Graham, M., Hanauer, D., Lawrie, G., McLinn, C., Pelaez, N., Rowland, S., Towns, M., Trautmann, N., Varma-Nelson, P., Weston, T., & Dolan, E. (2014). Assessment of course-based undergraduate research experiences: A meeting report. CBE Life Sciences Education, 13(1), 29–40. https://doi.org/https://doi.org/10.1187/cbe.14-01-0004
- Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243–260. https://doi.org/https://doi.org/10.1016/j.edurev.2010.06.001
- Bangera, G., & Brownell, S. E. (2014). Course-based undergraduate research experiences can make scientific research more inclusive. CBE Life Sciences Education, 13(4), 602–606. https://doi.org/https://doi.org/10.1187/cbe.14-06-0099
- Blockus, L. (2016). Strengthening research experiences for undergraduate STEM students: The co-curricular model of the research experience. Paper commissioned for the Committee on Strengthening Research Experiences for Undergraduate STEM Students. Board on Science Education, Division of Behavioral and Social Sciences and Education. Board on Life Sciences, Division of Earth and Life Studies. National Academies of Sciences, Engineering, and Medicine. https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_177286.pdf
- Brandenburg, A. M., & Carroll, M. S. (1995). Your place or mine?: The effect of place creation on environmental values and landscape meanings. Society & Natural Resources, 8(5), 381–398. https://doi.org/https://doi.org/10.1080/08941929509380931
- Bryk, A. S., Gomez, L. M., & Grunow, A. (2011). Getting ideas into action: Building networked improvement communities in education. In M. T. Hallinan (Ed.), Frontiers in sociology of education (pp. 127–162). Springer. https://doi.org/https://doi.org/10.1007/978-94-007-1576-9_7
- Charlton-Perez, A. J. (2013). Problem-based learning approaches in meteorology. Journal of Geoscience Education, 61(1), 12–19. https://doi.org/https://doi.org/10.5408/11-281.1
- Clavijo, K., & Chandler, E. (2003, October). Achieving diversity in the environmental education community. Blue Sky Newsletter. Michigan State University Archives & Historical Collections, East Lansing, MI.
- Dolan, E. (2016). Course-based undergraduate research experiences: Current knowledge and future directions. Paper commissioned for the Committee on Strengthening Research Experiences for Undergraduate STEM Students. Board on Science Education, Division of Behavioral and Social Sciences and Education. Board on Life Sciences, Division of Earth and Life Studies. National Academies of Sciences, Engineering, and Medicine. https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_177288.pdf
- Drummond, C. N., & Markin, J. M. (2008). An analysis of the Bachelor of Science in geology degree as offered in the United States. Journal of Geoscience Education, 56(2), 113–119. https://doi.org/https://doi.org/10.5408/1089-9995-56.2.113
- Eyler, J., Giles, D. E., Jr., & Astin, A. W. (1999). Where’s the learning in service-learning? (1st ed.). Jossey-Bass.
- Falk, J. H. (2000). Learning from museums: Visitor experiences and the making of meaning. AltaMira Press.
- Falk, J., & Storksdieck, M. (2005). Using the contextual model of learning to understand visitor learning from a science center exhibition. Science Education, 89(5), 744–778. https://doi.org/https://doi.org/10.1002/sce.20078
- Fleischner, T. L., Espinoza, R. E., Gerrish, G. A., Greene, H. W., Kimmerer, R. W., Lacey, E. A., Pace, S., Parrish, J. K., Swain, H. M., Trombulak, S. C., Weisberg, S., Winkler, D. W., & Zander, L. (2017). Teaching biology in the field: Importance, challenges, and solutions. BioScience, 67(6), 558–567. https://doi.org/https://doi.org/10.1093/biosci/bix036
- Giamellaro, M. (2014). Primary contextualization of science learning through immersion in content-rich settings. International Journal of Science Education, 36(17), 2848–2871. https://doi.org/https://doi.org/10.1080/09500693.2014.937787
- Gill, T. (2014). The benefits of children’s engagement with nature: A systematic literature review. Children, Youth and Environments, 24(2), 10–34. https://doi:10.7721/chilyoutenvi.24.2.0010.
- Gilley, B., Atchison, C., Feig, A., & Stokes, A. (2015). Impact of inclusive field trips. Nature Geoscience, 8(8), 579–580. https://doi.org/https://doi.org/10.1038/ngeo2500
- Harackiewicz, J., Canning, E., Tibbetts, Y., Priniski, S., & Hyde, J. (2016). Closing achievement gaps with a utility-value intervention: Disentangling race and social class. Journal of Personality and Social Psychology, 111(5), 745–765. https://doi:10.1037/pspp0000075
- Hayes, M. S., & Gershenson, S. (2015). What differences a day can make: Quantile regression estimates of the distribution of daily learning gains. In IZA Discussion Papers (No. 9305; IZA Discussion Papers). Institute of Labor Economics (IZA). https://ideas.repec.org/p/iza/izadps/dp9305.html
- Hernandez, P. R., Woodcock, A., Estrada, M., & Schultz, P. W. (2018). Undergraduate research experiences broaden diversity in the scientific workforce. BioScience, 68(3), 204–211. https://doi.org/https://doi.org/10.1093/biosci/bix163
- Hodder, J. (2009). What are undergraduates doing at biological field stations and marine laboratories? BioScience, 59(8), 666–672. https://doi.org/https://doi.org/10.1525/bio.2009.59.8.8
- Jolley, A., Kennedy, B., Brogt, E., Hampton, S., & Fraser, L. (2018). Are we there yet? Sense of place and the student experience on roadside and situated geology field trips. Geosphere, 14(2), 651–667. https://doi.org/https://doi.org/10.1130/GES01484.1
- Kahn, P., & O’Rourke, K. (2004). Guide to curriculum design: Enquiry-based learning. Higher Education Academy, York. https://www.academia.edu/460509/Guide_to_Curriculum_Design_Enquiry-Based_Learning
- Kania, J., & Kramer, M. (2011). Collective impact. Stanford Social Innovation Review, 1(9), 36–41.
- Laursen, S. L., Thiry, H., Archie, T., & Crane, R. (2013). Characteristics of out-of-school time science programs offered by distinct organization types. Afterschool Matters, 17, 36–49.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation (1st ed.). Cambridge University Press.
- Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Education. Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 1261757. https://doi.org/https://doi.org/10.1126/science.1261757
- Lohr, S., Connors, P., Stanford, J., & Clegg, J. (1995). A new horizon for biological field stations and marine laboratories. Miscellaneous Publication no. 3. Rocky Mountain Biological Laboratory.
- Lonergan, N., & Andresen, L. W. (1988). Field‐based education: Some theoretical considerations. Higher Education Research & Development, 7(1), 63–77. https://doi.org/https://doi.org/10.1080/0729436880070106
- Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Algonquin Books.
- Macdonald, R. H., Manduca, C. A., Mogk, D. W., & Tewksbury, B. J. (2005). Teaching methods in undergraduate geoscience courses: Results of the 2004 on the cutting edge survey of U.S. faculty. Journal of Geoscience Education, 53(3), 237–252. https://doi.org/https://doi.org/10.5408/1089-9995-53.3.237
- Meyers, M., Bourdreaux, T., Carmody, S., Dekle, V., Horton, E., & Wright, A. (2014). What happens in the field? Preliminary results of the SEAC Sexual Harassment Survey [Paper presentation]. Southeastern Archaeology Conference, Greenville, SC.
- Mogk, D., & Goodwin, C. (2012). Learning in the field: Synthesis of research on thinking and learning in the geosciences. In Earth and mind II: A synthesis of research on thinking and learning in the geosciences (Vol. 486, pp. 131–163). Geological Society of America. https://doi.org/https://doi.org/10.1130/SPE486
- Nairn, K. (1999). Embodied fieldwork. Journal of Geography, 98(6), 272–282. https://doi.org/https://doi.org/10.1080/00221349908978941
- National Academies of Sciences, Engineering, and Medicine. (2016). Barriers and opportunities for 2-year and 4-year STEM degrees: Systemic change to support students’ diverse pathways. The National Academies Press. https://doi.org/https://doi.org/10.17226/21739
- National Academies of Sciences, Engineering, and Medicine. (2017). Undergraduate research experiences for STEM students: Successes, challenges, and opportunities. The National Academies Press. https://doi.org/https://doi.org/10.17226/24622
- National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. The National Academies Press. https://doi.org/https://doi.org/10.17226/13362.
- National Research Council. (2014). Enhancing the value and sustainability of field stations and marine laboratories in the 21st century. The National Academies Press. https://doi.org/https://doi.org/10.17226/18806
- O’Connell, K., Hoke, K., & Nilson, R. (2018). Landscape study of undergraduate field experiences: Report from the field on the design, outcomes, and assessment of undergraduate field experiences [Technical Report]. Oregon State University.
- O’Connell, S., & Holmes, M. A. (2011). Obstacles to the recruitment of minorities into the geosciences: A call to action. GSA Today, 21(6), 52–54. https://doi.org/https://doi.org/10.1130/G105GW.1
- Omasta, M. (2012). A survey of school theatre: A landscape study of theatre education in United States high schools. Teaching Theatre, 24(1), 8–28.
- O’Neill, G., & McMahon, T. (2005). Student-centred learning: What does it mean for students and lecturers? In G. O'Neill (Ed.), Emerging issues in the practice of university learning and teaching (Vol. 1). University College Dublin. http://www.ucd.ie/teaching/t4media/student_centered_learning.pdf
- Petcovic, H. L., Stokes, A., & Caulkins, J. L. (2014). Geoscientists’ perceptions of the value of undergraduate field education. GSA Today, 24(7), 4–10. https://doi.org/https://doi.org/10.1130/GSATG196A.1
- Pierszalowski, S., Vue, R., & Bouwma-Gearhart, J. (2018). Overcoming barriers in access to high quality education after matriculation: Promoting strategies and tactics for engagement of underrepresented groups in undergraduate research via institutional diversity action plans. Journal of STEM Education, 19(1), 5–12. https://www.learntechlib.org/p/182980/
- Risser, P. G. (1986). Address of the past president: Syracuse, New York; August 1986: Ecological Literacy. Bulletin of the Ecological Society of America, 67(4), 264–270. http://www.jstor.org/stable/20166536
- Scott, G., Goulder, R., Wheeler, P., Scott, L., Tobin, M., & Marsham, S. (2012). The value of fieldwork in life and environmental sciences in the context of higher education: A case study in learning about biodiversity. Journal of Science Education and Technology, 21(1), 11–21. https://doi.org/https://doi.org/10.1007/s10956-010-9276-x
- Semken, S., & Freeman, C. B. (2008). Sense of place in the practice and assessment of place-based science teaching. Science Education, 92(6), 1042–1057. https://doi.org/https://doi.org/10.1002/sce.20279
- Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797–811. https://doi.org/https://doi.org/10.1037/0022-3514.69.5.797
- Stokes, A., & Boyle, A. P. (2009). The undergraduate geoscience fieldwork experience: Influencing factors and implications for learning. In S. J. Whitmeyer, D. W. Mogk, & E. J. Pyle, Field geology education: Historical perspectives and modern approaches (pp. 291–311). Geological Society of America. https://doi.org/https://doi.org/10.1130/2009.2461(23)
- Streule, M., & Craig, L. (2016). Social learning theories—An important design consideration for geoscience fieldwork. Journal of Geoscience Education, 64(2), 101–107. https://doi.org/https://doi.org/10.5408/15-119.1
- Tuan, Y.-F. (1977). Space and place: The perspective of experience. University of Minnesota Press.
- van der Hoeven Kraft, K., Srogi, L., Husman, J., Semken, S., & Fuhrman, M. (2011). Engaging students to learn through the affective domain: A new framework for teaching in the geosciences. Journal of Geoscience Education, 59(2), 71–84. https://doi.org/https://doi.org/10.5408/1.3543934a
- Wals, A., Brody, M., Dillon, J., & Stevenson, R. (2014). Convergence between science and environmental education. Science, 344 (6184), 583–584. doi: https://doi.org/10.1126/science.1250515.
- Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
- Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice. Harvard Business Press.
- Whitmeyer, S. J., Mogk, D. W., & Pyle, E. J. (2009). An introduction to historical perspectives on and modern approaches to field geology education. In S. J. Whitmeyer, D. W. Mogk, & E. J. Pyle, Field geology education: Historical perspectives and modern approaches (pp. Vii–Vix). Geological Society of America. https://doi.org/https://doi.org/10.1130/2009.2461(00)
- Williams, D., & Stewart, S. (1998). Sense of place: An elusive concept that is finding a home in ecosystem management. Journal of Forestry, 96, 8–23. https://doi.org/https://doi.org/10.1007/s11524-011-9579-0
- Wilson, A. E., Pollock, J. L., Billick, I., Domingo, C., Fernandez-Figueroa, E. G., Nagy, E. S., Steury, T. D., & Summers, A. (2018). Assessing science training programs: Structured undergraduate research programs make a difference. BioScience, 68(7), 529–534. https://doi.org/https://doi.org/10.1093/biosci/biy052
- Yadav, A., Burkhart, D., Moix, D., Snow, E., Bandaru, P., Clayborn, L. (2015). Sowing the seeds: A landscape study on assessment in secondary computer science education. Computer Science Teachers Association. http://www.csteachers.org/page/reports