Abstract
Learning that occurs in a field setting is a powerful experience that promotes the development of new generations of creative scientists, enhances environmental literacy, and instills social responsibility in our citizens. Institutional challenges to field studies include decreasing financial resources and increasing regulatory concerns. These are coupled with changing student interests, in particular the growing misconception that field study is not relevant to many biological careers. Collectively, these factors contribute to a significant decline in field-study opportunities for students and lack of pedagogical guidance for instructors interested in conducting field courses. Nature and culture are inextricably linked, and we all benefit from including diverse backgrounds and perspectives in field experiences. We suggest expanding the definition of “the field” to include human-influenced ecosystems, as well as more conventional natural habitats. More than ever, the world needs the passion, insight, and wisdom that come from field studies.
Highlights
The study of ecology has resulted in major advances in human understanding of complex ecosystems, yet its central focus has drifted over time away from organismal and natural history research toward theoretical and modeling approaches (Barrows et al 2016)
Acknowledging that a comprehensive review of field station history and impacts on science and policy is beyond the scope of this article, we summarize some of the more relevant reports and activities of the Organization of Biological Field Stations and field stations here; additional publications and materials are available on the Organization of Biological Field Stations website
The Organization of Biological Field Stations and member stations participate in the National Ecological Observatory Network (NEON), Global Lakes Ecological Observatory Network, the Long-Term Ecological Research Network (LTER), and the International Long-T erm Ecological Research Network (ILTER)
Summary
The study of ecology has resulted in major advances in human understanding of complex ecosystems, yet its central focus has drifted over time away from organismal and natural history research toward theoretical and modeling approaches (Barrows et al 2016). Despite this shift, vibrant, field-based science education and research is occurring across the globe via integrated, transformative, hands-o n activities at field stations (Billick et al 2013). The mission of the Organization of Biological Field Stations always has been to facilitate the highest quality environment for scientists, students, teachers, and the public in pursuing research and education to enhance biological and environmental understanding. Acknowledging that a comprehensive review of field station history and impacts on science and policy is beyond the scope of this article, we summarize some of the more relevant reports and activities of the Organization of Biological Field Stations and field stations here; additional publications and materials are available on the Organization of Biological Field Stations website (www.obfs.org)
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