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Affective Learning Outcomes in the Field: A Review of the 2021 Undergraduate Field Experiences Research Network Meeting

Bulletin of the Ecological Society of America, 2021-10, Vol.102 (4), p.1-12

2021 The Authors ;2021 The Authors. published by Wiley Periodicals LLC on behalf of Ecological Society of America. ;2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 0012-9623 ;EISSN: 2327-6096 ;DOI: 10.1002/bes2.1920

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Title:
Affective Learning Outcomes in the Field: A Review of the 2021 Undergraduate Field Experiences Research Network Meeting
Author: Ward, Emily Geraghty ; O’Connell, Kari Bisbee ; Race, Alexandra ; Alwin, Ahinya ; Alwin, Ajisha ; Cortijo-Robles, Karina ; Esparza, David ; Jolley, Alison ; McDevitt, Andrew ; Patel, Manisha ; Prevost, Luanna B. ; Shaulskiy, Stephanie ; Shinbro, Xoco Anna ; Treibergs, Kira ; Alvaro, Michael ; Sea, William
Subjects: Affect (Psychology) ; Biology ; College students ; Community ; Core curriculum ; COVID-19 ; Design ; Ecology ; Education ; Employers ; Field study ; Fieldwork ; Forestry research ; Laboratories ; Learning ; Learning theory ; Meeting Reviews ; Pandemics ; Science ; Skill development ; Student retention ; Students ; Undergraduate study
Is Part Of: Bulletin of the Ecological Society of America, 2021-10, Vol.102 (4), p.1-12
Description: At the webinar interview, undergraduates pointed out the benefits of a diverse field environment and the setbacks of lower diversity in field research for underrepresented students. [...]they mentioned that relationships with peers and mentors who were from similar backgrounds played a significant role in their fieldwork experience. Using cultural-historical activity theory to interpret student and program outcomes at Harvard Forest Manisha V. Patel, Andrew L. McDevitt, and Aaron M. Ellison, Sound Solutions for Sustainable Science The Harvard Forest Summer Research Program in Ecology (HF-SRPE), an NSF REU Site, provides undergraduate students an immersive field research experience in ecology. Since 2005, we have used a series of surveys to understand whether HF-SRPE was having a positive impact on student learning and scientific practices. [...]we are now revisiting these data using cultural-historical activity theory (CHAT) as a theoretical framework. CHAT is a sociocultural learning theory that helps contextualize student learning experiences. Because CHAT also is a system-based approach, we can use it to guide and refine programmatic assessment and generate testable hypotheses related to learning outcomes.
Publisher: Washington: John Wiley and Sons, Inc
Language: English
Identifier: ISSN: 0012-9623
EISSN: 2327-6096
DOI: 10.1002/bes2.1920
Source: Free E Journals
Coronavirus Research Database
ProQuest Central

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Affective Learning Outcomes in the Field: A Review of the 2021 Undergraduate Field Experiences Research Network Meeting

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