ArticleEcology and evolution2020
Field courses narrow demographic achievement gaps in ecology and evolutionary biology.
Article in Ecology and evolution, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 34 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
34 citing papers in PubMed.
- "It's because of me - I made myself get here": First-Generation College Students in STEM Motivations for, and Experiences with, Academic Advising.CBE life sciences education · 2026Article
- Identity Salience and Field-Course Engagement: From Deficits to Assets.Ecology and evolution · 2026Article
- Enabling Fieldwork for All (EFFA) Framework: Supporting physical, social, financial, and psychological safety in the field.Science advances · 2026Review
- So You Want to Teach a Field-Based Course: A Practical Toolkit for Teaching Teams.Integrative organismal biology (Oxford, England) · 2026Article
- Practical Tips for Intentional and Inclusive Recruiting and Hiring for Academic Research Laboratories.Chembiochem : a European journal of chemical biology · 2025Article
- Effects of a Weekend-Long Field Course on Undergraduates' Confidence, Identity, and Belonging.Ecology and evolution · 2025Article
- Charting a new vision: lessons onJournal of microbiology & biology education · 2025Article
- Centering voices of scientists from marginalized backgrounds to understand experiences in climate adaptation science and inform action.PloS one · 2025Article
- How do Students' Science, Social, and Personal Identities Influence their Experiences in Undergraduate Field Biology Courses?CBE life sciences education · 2024Article
- The importance of integrating phycological research, teaching, outreach, and engagement in a changing world.Journal of phycology · 2024Article
- Long-term studies should provide structure for inclusive education and professional development.Ecology letters · 2024Article
- Promoting inclusivity in ecology, evolution, and behavioral biology education through course-based undergraduate research experiences.Bioscience · 2024Article
- Testing the effectiveness of interactive training on sexual harassment and assault in field science.Scientific reports · 2024Article
- The nature of science: The fundamental role of natural history in ecology, evolution, conservation, and education.Ecology and evolution · 2023Review
- How do introductory field biology students feel? Journal reflections provide insight into student affect.Ecology and evolution · 2022Article
- An innovative approach to using an intensive field course to build scientific and professional skills.Ecology and evolution · 2022Article
- The Impact of Field Courses on Undergraduate Knowledge, Affect, Behavior, and Skills: A Scoping Review.Bioscience · 2022Article
- Understanding the Benefits of Residential Field Courses: The Importance of Class Learning Goal Orientation and Class Belonging.CBE life sciences education · 2022Article
- A Course-Based Undergraduate Research Experience (CURE) in Biology: Developing Systems Thinking through Field Experiences in Restoration Ecology.CBE life sciences education · 2022Article
- Potential for urban agriculture to support accessible and impactful undergraduate biology education.Ecology and evolution · 2022Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Disparities remain in the representation of marginalized students in STEM. Classroom-based experiential learning opportunities can increase student confidence and academic success; however, the effectiveness of extending learning to outdoor settings is unknown. Our objectives were to examine (a) demographic gaps in ecology and evolutionary biology (EEB) major completion, college graduation, and GPAs for students who did and did not enroll in field courses, (b) whether under-represented demographic groups were less likely to enroll in field courses, and (c) whether under-represented demographic groups were more likely to feel increased competency in science-related tasks (hereafter, self-efficacy) after participating in field courses. We compared the relationships among academic success measures and demographic data (race/ethnicity, socioeconomic status, first-generation, and gender) for UC Santa Cruz undergraduate students admitted between 2008 and 2019 who participated in field courses (
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.