Year after year, UMBS students attest: there is something special about learning in the field as opposed to a traditional classroom.
Anecdotally, this makes sense. Field courses are hands-on, immersive, and socially engaging. Survey results also support this notion. A significant percentage of students self-report increased confidence in their ability to do science after spending a spring or summer at UMBS.
According to Dr. Stephanie Shaulskiy, UMBS Program Evaluation Coordinator, one of the most critical elements of a successful residential field course is student sense of belonging -- defined as the perception of being included, valued, and accepted. The specific mechanisms for this powerful educational experience, however, are not entirely understood.
Now, UMBS has the opportunity to advance this understanding thanks to a successful National Science Foundation IUSE (Improving Undergraduate STEM Education) grant bid led by Shaulskiy, in collaboration with the research team of Dr. Kari O’Connell (Oregon State University) and Dr. Allison Jolley (University of Waikato).
“I'm incredibly excited and grateful for the opportunity to work on this project for the next three years,” she says.
The newly funded project is designed to equip faculty with the tools to create successful, inclusive field courses based directly on student feedback. Shaulskiy will start by asking students about the ways in which sense of belonging develops, and what barriers can arise. She will then ask faculty instructors the same questions, with a special emphasis on how course design can influence outcomes. Based on the results of these surveys, the research team will establish a community of practice among faculty teaching in the geo- and bio-sciences.
“Dr. Shaulskiy’s work on sense of belonging gives voice to students who may feel excluded from geoscience,” says UMBS Director Dr. Aimée Classen. “Belonging is a powerful glue that keeps students engaged with science, and is critical to learning in field-based STEM disciplines. Results from this study will not only impact students at UMBS and the University of Michigan, but all learning experiences that draw on hands-on outdoor experiences.”
Shaulskiy herself looks forward to sharing the findings of this research with the broader undergraduate field education community, and cites UMBS as a critical model for best practices.
“Much of my thinking around sense of belonging has been informed by the great discussions I've had with UMBS faculty, students, and staff about their experiences in the field. I'm looking forward to exploring this topic at multiple field stations and sharing the results with field educators across the country to create the best educational experiences for students.”
--
