Presented by:
Ashley Tanner
Key Statement:
Natural resource professionals not only need to know field skills, but how to apply them effectively. Inquiry-based learning projects can teach both.
Keywords:
Inquiry-Based Learning, Experiential Learning, Classroom Culture
Abstract:
Field skills are essential for natural resource professionals, yet students often struggle to effectively apply these skills to real-world problems. To address this challenge, we integrated a semester-long research project into an undergraduate natural resources course on vegetation monitoring. This inquiry-based approach used local, natural resource management tools (prescribed fire and grazing) to engage students in the research process, allowing them to apply field skills and build additional skills in data collection, analysis, and communication. This presentation will discuss the project structure, learning objectives, and outcomes that reinforced classroom learning and prepared students for natural resource careers.
Learning Outcomes:
1. Analyze strategies to connect classroom learning to field skills.
2. Assess the benefits of using local, industry-relevant tools (such as prescribed fire and grazing) to engage students in inquiry-based learning.
3. Discuss best practices and common challenges for implementing similar, inquiry-based learning experiences in other natural resources programs.
Hear it from the author:
TRANSCRIPT:
Hello,
My name is Ashley Tanner and I’m an assistant professor in Range and Wildlife Ecology at Texas A&M University-Kingsville.
As a small, rural school in south Texas, our students often grew up on and continue to frequently interact with the surrounding rangelands. While they excel in field skills, they struggle with data analysis and application to real-world problems. To address this, we've implemented an inquiry-based learning approach to our Methods in Range Ecology course.
We've facilitated semester-long, fire and grazing-centric research projects that students design, implement, and present themselves. This approach capitalizes on our students' strong field skills while challenging them to develop crucial technical abilities in data manipulation and analysis. The project is scaffolded throughout the semester, allowing students to gain and simultaneously apply field skills to hypotheses they've developed themselves.
Surveys from 50 students over two years show that while students' baseline knowledge of rangelands is high, they struggle most with data analysis and Excel skills. Importantly, this project has fostered peer-to-peer learning, with field-savvy students collaborating with tech-savvy peers, creating a more diverse learning environment.
This inquiry-based approach not only enhances technical skills but also prepares students for the complexities of real-world range management. By integrating field work with data analysis, we've cultivated well-rounded professionals capable of gathering and analyzing data effectively, and making informed decisions.
REFERENCES:
Beck, C. W., & Blumer, L. S. (2012). Inquiry‐based ecology laboratory courses improve student confidence and scientific reasoning skills. Ecosphere, 3(12), 1-11.
Ernst, C. M., Buddle, C. M., & Soluk, L. (2014). The value of introducing natural history field research into undergraduate curricula: A case study. Bioscience Education, 1-12.
Burrow, A. K. (2018). Teaching introductory ecology with problem‐based learning. The Bulletin of the Ecological Society of America, 99(1), 137-150.