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Student‐led field studies of herbivory: Hands‐on experiences for remote (or in‐person) learning
Author(s) -
Berke Sarah K.,
Clark Rebecca M.
Publication year - 2021
Publication title -
invertebrate biology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.486
H-Index - 42
eISSN - 1744-7410
pISSN - 1077-8306
DOI - 10.1111/ivb.12320
Subject(s) - field (mathematics) , ecology , biology , work (physics) , covid-19 , mathematics education , engineering ethics , engineering , psychology , infectious disease (medical specialty) , mathematics , pure mathematics , mechanical engineering , medicine , disease , pathology
Challenging students to independently design and implement experiments is a powerful way to teach the scientific method while engaging with STEM‐related course material. For ecology and organismal biology, such experiences often take the form of field work. The COVID‐19 pandemic presented formidable challenges for instructors of such courses: How can students conduct any experiments, much less ones of their own design, when they might not even have access to campus? Here we describe a student‐led field project exploring invertebrate herbivory in terrestrial plant systems. Designed to flexibly accommodate student groups working either in‐person, remotely, or both, the project would be suitable for invertebrate biology, plant biology, or general ecology courses at the college or high school level. We describe our implementation in two sections of a sophomore‐level course, provide specific advice based on our experiences, make suggestions for future improvements or adaptations, and provide all the written materials that instructors would need to implement this in their own teaching.