San Jose State University San Jose, California, United States
Abstract: Field-based inquiry provides a unique opportunity for students to connect with natural areas and enhance their understanding of ecological processes. However, access to natural areas and tools for scientific exploration are often limited for underserved student populations. This project employed field-based learning at a minority- and Hispanic-serving academic institution to increase understanding of environmental restoration and invasive species biology for underserved student populations. To achieve this goal, students participated in a semester-long habitat restoration project during which they visited field sites to conduct vegetation, avian, mammal, and soil surveys. Students worked in teams to address ecological questions about a site invaded by Eucalyptus globulus, a native oak woodland, and an invasive grassland. To address issues of accessibility to natural areas, the project provided travel stipends, field gear, and monitoring equipment to course participants. To assess student experience in the project, students participated in pre- and post-course surveys that addressed questions related to comfort in field work, perception of natural area accessibility, and personal accessibility to natural areas. At the culmination of the course, students answered additional survey questions examining the impact of their participation in the project. The environment restoration project course enrolled 17 students, 15 of which participated in pre-and post-course surveys. Students identified as Asian (33%), Black or African American (1%), white (33%), or preferred not to answer (20%). Student responded to survey questions using a Likert Scale (1 = Strongly agree to 7 = Strongly disagree) and though open-ended narrative questions. Students responded highly favorably to questions such as “After this course, I plan to visit more natural areas” (M = 1.6, SD = 0.83) and “After participating in fieldwork for this course, I feel confident applying to related jobs with the skills I learned” (M = 1.9, SD = 0.88). Students also indicated that the travel stipend and field work gear made natural areas more accessible to them, and that following the course, they felt more comfortable accessing natural areas. Results from this project indicated that tangible means of increasing accessibility to natural areas, including travel funds and field equipment led to improved accesses for underserved students to natural areas and transfer of knowledge of techniques for conducting ecological field work. These skills can help promote underserved student success in obtaining careers in ecological fields where they can help to preserve and protect natural areas.
