Search for: All records

The value of scientists engaging with community members and other public audiences is widely recognized, and there is a growing literature devoted to the theory and practice of public engagement with science. However, as a group of professionals concerned with how public engagement is understood and practiced in the fields of ecology and environmental science, we see a need for accessible guidance for scientists who want to engage effectively, and for scientific leaders who want to support successful public engagement programs in their institutions. Here, we highlight six attributes of successful public engagement efforts led by scientists and scientific institutions: (1) strategic, (2) cumulative, (3) reciprocal, (4) reflexive, (5) equitable, and (6) evidence‐based. By designing and developing practices that incorporate these attributes, scientists and scientific organizations will be better poised to build two‐way linkages with communities that, over time, support science‐informed decision‐making in society and societally informed decision‐making in science. 

Abstract Sense of place describes both affective and cognitive — emotional and intellectual — connections to place. Affective outcomes, tied to arts and humanities education, can facilitate these connections. But little research explores environmental science, arts and humanities (eSAH) curricula on place relationships. Additionally, most research on the sense of place focuses on repeated visits to a place over time, rather than short-term experiences like a field trip. Finally, digital technology is a growing trend across science education, but little research investigates its use in field-based contexts. Our research begins to address these gaps. This article describes an eSAH field trip for middle and high school learners. Using a conventional content analysis, we present pilot data from two high school field trips. Our findings illuminate a framework for understanding active and passive place relationships in the context of short-term interdisciplinary field learning experiences. 

Abstract Field experiences can provide transformative opportunities for many individuals who eventually pursue ecology, natural resource, and conservation careers. However, some of the same elements of field‐based programs that define and provide pivotal experiences for some represent barriers for others, especially students from underrepresented groups. Barriers may be financial, physical, cultural, or social. Issues of gender, identity, and race/ethnicity, for example, can be isolating or shut down learning during intensive field experiences when group leaders are not prepared to respond to interpersonal challenges. We explore some benefits and barriers presented by field learning experiences as well as some challenges and potential strategies to broaden inclusivity with the hope of encouraging further conversation on diversity and inclusion in field experiences.