Immersive field experiences lead to higher-level learning and translational impacts on students

Christopher Felege (), Rebecca Romsdahl, Joshua Hunter, Cheryl Hunter and Susan Ellis-Felege
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Christopher Felege: University of North Dakota
Rebecca Romsdahl: University of North Dakota
Joshua Hunter: University of North Dakota
Cheryl Hunter: University of North Dakota
Susan Ellis-Felege: University of North Dakota

Journal of Environmental Studies and Sciences, 2019, vol. 9, issue 3, No 5, 286-296

Abstract: Abstract Internships in STEM disciplines, especially in fields related to conservation and sustainability, have become more widespread in recent years. Such experiences are thought to go beyond traditional classroom learning and are now required as part of the curriculum in many programs. However, benefits of such internships have largely been presumed up to this point. In this work, we developed and tested a research question asking if there is a gradient of learning that occurs across immersive educational experiences. These range from low-level immersion classroom learning to highly immersive field internships. We found that student learning increases as the level of immersion increases. Furthermore, our findings suggest that highly immersive internships lead to more translational outcomes. This is based on values and dispositional changes relevant to research that are absent in lower-level immersive experiences. These findings suggest that highly immersive internships are likely to be key foundational experiences that help undergraduate student stakeholders develop a set of knowledge, skills, and abilities that are critical to a translational workforce in conservation and sustainability.

Keywords: Field experience; Immersion; Internship; Translational ecology (search for similar items in EconPapers)
Date: 2019
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Citations: View citations in EconPapers (1)

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DOI: 10.1007/s13412-019-00555-y

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