Field experiences are a pivotal point for many students as they explore careers in environmental sciences. While Field experiences can vary in style (designed class-room style or informal learning experiences) and length (anywhere from 1 -12 weeks) yet little scholarship exists on which of these parameters may best influence a student. In addition which parameter (style versus length) may act as a deterrent to some groups of students and why? Using a field experience model and self efface surveys, we explored short versus long experiences for groups of students in Yellowstone and Grand Teton National Parks.
Results/Conclusions
The 3dNaturalist project was funded by the National Science Foundation to look at data, discovery and diversity in relation to the field experience for students from underrepresented groups. Preliminary results from short versus long crews of underrerepresented students working the summers in Yellowstone and Grand Teton indicate that team formation and development may play a stronger role on overall student success than the length of the experiences. Short experiences with a team format had notably similar results to long experiences with the same format. The results of this study suggest that further exploration in to the duration and style of field experiences.